LCS ReopeningPlan Version1.0 2020july31

LCS Reopening Plan Version 1.
0 July 31, 2020
COVID-19 Pandemic Incident Response

Phase V – School Reopening
Version 1.0
July 31, 2020
[1]
LCS Reopening Plan Version 1.0 July 31, 2020
Table of Contents
Letter from Superintendent …………………………………………………………………………………… 3
Introduction ……………………………………………………………………………………………… 4
Background of Historic Decisions ………………………………………………………………………. 5
Current Public Health Context ……………………………………………………………………… 6
Communication/Family & Community Engagement ………………………………………………. 7
Health & Safety ……………………………………………………………………………………………. 14
Facilities ……………………………………………………………………………………………………….. 32
Child Nutrition ……………………………………………………………………………………………. 37
Transportation …………………………………………………………………………………………….. 41
Social & Emotional Well-being ……………………………………………………………………… 47
School Schedules ………………………………………………………………………………………………. 56
Attendance & Chronic Absenteeism ……………………………………………………………………… 57
Technology & Connectivity …………………………………………………………………………………. 59
Teaching & Learning …………………………………………………………………………………………… 61
Special Education ……………………………………………………………………………………………. 75
Bilingual Education & World Languages …………………………………………………………. 78
Teacher & Principal Evaluation Systems ……………………………………………………………. 81
Certification, Incidental & Substitute Teaching …………………………………………………. 81
Budget & Fiscal Responsibility ……………………………………………………………………….. 82
[2]
Letter from Superintendent
Dear Livonia Bulldog Community,
We are all living through such very interesting and challenging times. Since closing schools “until further
notice” on March 14, 2020, we’ve been working together through a long, arduous journey to find a
pathway to reopen schools this fall. Any single correspondence cannot fully convey the deep, sincere
appreciation our Board of Education, Administrative Team, and entire staff have for the way we all came
and remain together as a school community. Thank you!
On July 16, 2020 school districts across New York State received reopening guidance from New York
State Education Department to accompany guidance received from New York State Department of
Health earlier that week. Our charge was to understand, consider, and shape those lengthy documents
into a coherent, unified reopening plan by today, July 31, 2020. We accomplished this by engaging our
community, our families, and our students to seek your feedback about reopening. From there, we
worked with our ES Reopening Task Force and MHS Reopening Task Force to reflect, process, and
sincerely consider your feedback in light of the requirements before us. Throughout the past number of
weeks, our administrators and staff have worked closely to create the best possible initial reopening
plan to comply with requirements and be responsive to your feedback.
Please understand that this plan is our starting point and should not be considered final and done!
Within the volatile, uncertain, complex, and ambiguous world we live in today, our plan will need to be a
“living” document that responds to the changing situation we find ourselves in at any point of time
moving forward. With that being said, there are a few important central guiding principles of our plan
that won’t change:
 we will continue to put people first!
 we will continue to be transparent, open, and carefront the brutal facts we’re facing.
 we will continue to stick together remaining Bulldog Strong!
 we will continue to adapt and respond to ensure everyone safely moves forward each day.
Through the proceeding pages, you’ll find a great amount of detail – some bureaucratic in nature for
sure, but my hope is that you’ll read “between” the lines to see that these principles influence not only
our approach but each and every decision.
These important values are what make our Livonia CSD learning community so very special. Thank you
for contributing to the character and culture that allow our students, families, and staff to persist and
persevere through the challenges we’ve overcome and those that lie ahead. Again, thank you for your
support, trust, and partnership as we remain together Bulldog Strong!
Stay Healthy & Be Well,
Matt Cole, Superintendent of Schools
[3]
Introduction
At Livonia Central School District our primary commitment is to the students and families we serve. Our
priority must be keeping them safe and healthy during this global pandemic. When the 2020-2021
school year begins, on-campus school will look much different than previous years due to COVID-19 and
the New York State Department of Health (NYSDOH) safety measures that continue to evolve. This
Reopening Plan defines clear guidance for the reopening of our two schools and aligns with the
regulations developed in collaboration with NYSDOH and the New York State Education Department.
The areas outlined in this plan represent the myriad considerations Livonia Central School District will
address to reopen schools safely and to sustain their safe operation. It is important to note that our plan
retains a strong focus on academic instruction to enhance student performance and address learning
loss. An emphasis on the social-emotional needs of our students is a priority and therefore have
addressed this within our plan.
This plan includes procedures that will be followed in the following schools:
• Elementary School
• Middle/High School
A comprehensive plan can be found for both of our schools which operate on the same campus at
www.livoniacsd.org/reopening.
To be clear, the health and safety of our students, our staff, and their families is our top priority. We
have developed a plan that intends to ensure that students and employees feel comfortable and safe
returning to school campuses. Our reopening plan incorporates recommendations and guidance from
the Centers for Disease Control and Prevention (CDC), the New York State Department of Health
(NYSDOH) and the New York State Education Department (NYSED).
It is possible that we may need to alternate between in-person and remote learning throughout the year
due to recommendations and guidance from our partnering agencies, and stay-at-home orders from the
Governor. The level of infection, the spread of the virus and response to the disease in our community
will be at the forefront of decision making as we move to open our schools.
Matthew Cole, Superintendent of Schools will serve as the District’s COVID-19 Coordinator. He will serve
as a central contact for schools and stakeholders, families, staff and other school community members
and will ensure the district complies and follows the best practices per state and federal guidelines.
Of course, as with every district plan being developed throughout New York State, this document is fluid
and will change as necessary based on guidance and data from the state, CDC, and NYSED and in
consideration of our families and our district staff. We strongly believe the services, protocols and
processes described throughout this plan are in the best interests of our students, families, staff, and
community.
[4]
Background of Historic Decisions to Close & Reopen Schools
We are living through truly historic times which have upended the very way we all engage with one
another. Closing schools until further notice is a message that none of us ever envisioned would be
uttered by any school official, let alone come through a statewide Executive Order. That is where we
find ourselves as we search for a way to reopen schools in the safest manner possible.
Here’s how we got to where we are today:
March 14, 2020 Genesee, Livingston, Orleans, & Wyoming County leaders issue county
States of Emergency
Genesee Valley BOCES School Superintendents, in consultation with

county leaders and health officials, close schools until further notice
March 16, 2020 Genesee Valley BOES Region schools, including Livonia CSD closed
Governor Cuomo issues Executive Order closing schools statewide for

two (2) weeks beginning March 18, 2020 and ending April 1, 2020
March 27, 2020 Governor Cuomo issues Executive Order extending school closures
statewide for another two (2) weeks through April 15, 2020
April 7, 2020 Governor Cuomo issues Executive Order extending school closures
statewide for another two (2) weeks through April 29, 2020
May 1, 2020 Governor Cuomo issues Executive Order closing schools statewide for
the remainder of the 2019-20 School Year
May 15, 2020 Finger Lakes Phase 1 Reopening
May 29, 2020 Finger Lakes Phase 2 Reopening
June 12, 2020 Finger Lakes Phase 3 Reopening
June 26, 2020 Finger Lakes Phase 4 Reopening
July 13, 2020 New York State Department of

Health releases Interim Guidance
for School Reopening
July 16, 2020 New York State Education

Department releases Guidance for
School Reopening
July 31, 2020 Livonia CSD, and all schools statewide, submit reopening plans to NYS
Education Department and NYS Department of Health
[5]
Current Public Health Context
As part of a press briefing a number of weeks ago, Governor Cuomo stated that “how New York opens is
not an emotional questions, it’s not a political questions, it’s not an anecdotal question, it’s not a gut
instinct questions – follow the facts – follow the data.”
What we understand from the Governor’s office, is
that initial school reopening school decision will be
based on our Finger Lakes Region’s daily infection rate
for a 14-day average leading through August 7, 2020.
We currently await Governor Cuomo’s review of this
data and anticipate an announcement regarding our
Finger Lakes Region being able to reopen schools on or
near August 8, 2020.
Our Finger Lakes Region’s current daily infection rate data suggests that unless something significant
and unfortunate transpires in the next week, that we will likely be under the 5% threshold.
Following this data, has informed our planning and suggests that it is likely that on or near August 8,
2020 it is likely that we will be given permission to reopen schools heading into the fall. With the data in
mind, we will need to continue to monitor these metrics as within the Governor’s plan for reopening
schools, the 7-day infection rate must remain below 9% or our schools may be forced to close to protect
our collective public health interests.
For now, we must await the formal decision from the Governor regarding school reopening. Please
understand that this initial plan for reopening must be considered tentative until we are permitted by
the Governor in early August to move forward with reopening in September.
[6]
Communication/Family & Community Engagement
Shared School Community Commitments – We will:
 Continue to engage stakeholders and community members as we develop, implement, monitor

and adjust our reopening plans.
 Consistently communicate applicable instructions, training, and signage via multiple social
media platforms and traditional methods.
 Ensure all parties are provided specific training to follow new COVID-19 protocols safely and
correctly, including but not limited to hand hygiene, proper face covering wearing, social
distancing, and respiratory hygiene.
 Persistently encourage all students, staff, and visitors through verbal and written
communication to adhere to CDC and DOH guidance regarding the use of PPE, specifically
acceptable face coverings, when a physical distance cannot be maintained.
Reopening Plan Development Process
Since initiating our Incident Command System to respond to the COIV-19 Pandemic, we’ve intentionally
and consistently engaged our stakeholders and community members to solicit meaningful feedback to
inform our ongoing, responsive decision-making process across our command structure. As you can see
from the diagram below, to provide quick-action responses our administrators lead within critical roles.
To ensure that we benefit from feedback for improvement and different perspectives, we’ve also
activated a task force for each of our school buildings with a clarified purpose to deepen our
understanding, consider feedback from stakeholders and community members, and inform decision-
making to ensure that everyone safely moves forward.
[7]
Each task force meets weekly, and will continue to meet weekly to process feedback share perspectives,
offer suggestions, provide insights, explore options, and review plans. Voluntary representatives for
each task force are listed below.
To assist with clarifying leadership roles in the development and implementation of this reopening plan,
the following administrators are assigned to the functional areas required with NYSED guidance.
[8]
We solicited feedback from stakeholders and our community multiple times during short few weeks of
this initial planning window. Initially, we conducted three (3) Thougthexchanges to solicit thoughts and
perspectives about reopening from students, families, and staff.
Student Exchange – 64 participants, 36 thoughts, 365 Ratings
Top Thought: “Are we going to have modified sports? I was really looking forward to modified
sports.”
All Results: https://my.thoughtexchange.com/report/ef4eaf5ce94330025516f47e26da2797
Family Exchange - 146 participants, 131 thoughts, 4,060 Ratings
Top Thought: “If there is remote learning, even for periods of time, teachers need to have
regular Google Meets, daily office hours, etc.”
All Results: https://my.thoughtexchange.com/report/55e625adcc0cbe711f9546f084146510
Staff Exchange – 42 participants, 18 thoughts, 195 Ratings
Top thought: “I would like to see school up and running in the fall with students and
staff/students following social distancing guidelines. Our students need o be at school for social,
emotional, and academic growth.”
All Results: https://my.thoughtexchange.com/report/dc7801c849c5da276f3bd13f16c8713c
As we moved forward in our planning, we also engaged our stakeholders and community with a
traditional survey to ask specific questions regarding to inform our reopening planning. From July 23
through July 30, we had 500 total responders with a 94% completion rate of those responders.
[9]
Full results of the survey can be found at:

https://www.surveymonkey.com/results/SM-7QMBLCZG7/
[10]
Communications Plan
Livonia Central School District believes it is the shared responsibility of each employee to
actively pursue a two-way communications program that highlights the educational
experiences in the District and promote effective school/home/community partnerships.
This communication plan provides the infrastructure to develop a communication program for
the internal and external public at Livonia Central School. This plan will provide public
understanding and awareness of the COVID-19 Pandemic Incident Response provided for
parents, students and learners of all ages at LCSD. In accordance with existing LCSD policies
(Media, Technology AUP, Crisis/Safety, and FERPA), this plan was designed to establish a
comprehensive and integrated communications process for effective communication. District
communications will promote a positive, informative, and cooperative school climate with
family and community involvement. In addition, it will provide a professional learning
environment that is open to new ideas within a safe, disciplined climate fostering the ability to
Move Safely Forward Each Day.
Goal: Consistently communicate applicable instructions, training, and signage via multiple social media
platforms and traditional methods.
Strategies Tools/Resources
Videos that model best practices when in  District Website: www.livoniacsd.org

school buildings, at school functions or on  Facebook:
District transportation will be shared both https://www.facebook.com/LivoniaCS
internally (employees) and externally D/
(parents/community) on all District media  Twitter:
outlets. https://twitter.com/livoniacsd
 Instagram:
Signs will be posted to promote best practices https://www.instagram.com/livonia_
and the safety of building occupants and csd/
guests.  YouTube Channel:
https://www.youtube.com/channel/U
Build consistency by offering a centralized C8HrvvwxlfOPUYGxDofORrw/featured
repository and process for locating  LCS SafeSchools
instructions or related material as well as a Online: https://livoniacsd-
place to submit questions and receive timely ny.safeschools.com/
answers.  District owned ePoster machine -
large format printer/laminator
 LCS Help Desk –
lcshelp@livoniacsd.org
 LCS COVID-19 email inbox for Q&A:
covid19@livoniacsd.org
 LCS COVID-19 phone info. Line for
Q&A: 585-346-4000 Option 1
[11]
Goal: Continue to engage stakeholders and community members as we develop, implement, monitor
and adjust our reopening plans.
Continue community forums and videos  District Website: www.livoniacsd.org

 YouTube Channel:
Encourage parents to use electronic https://www.youtube.com/channel/U
communication systems in place to C8HrvvwxlfOPUYGxDofORrw/featured
send/receive non-emergency notices  Blackboard Connect/Parent Link mass
(maintain current e-contact info.) notification system
 Livonia CSD Mobile App – Free
Allow for parent/community feedback download in the App Store or Google
Play
 Thought Exchange
Goal: Ensure all parties are provided specific training to follow new COVID-19 protocols safely and
correctly, including but not limited to hand hygiene, proper face covering wearing, social distancing, and
respiratory hygiene.
Videos that model best practices when in  District Website: www.livoniacsd.org

school buildings, outdoor school property, at  YouTube Channel:
school functions or on District transportation https://www.youtube.com/channel/U
will be shared both internally (employees) C8HrvvwxlfOPUYGxDofORrw/featured
and externally (parents/community) on all  LCS SafeSchools
District media outlets. Online: https://livoniacsd-
ny.safeschools.com/
Topics may include:  Collaborate with GVEP Health &
 Hygiene practices Safety liaison for staff (i.e N95 mask
 Health screenings fittings)
 Signs and symptoms of COVID-19  Partner with third party supply
 Face coverings vendors to supply guidance on proper
 Physical distancing disinfecting procedures for staff (i.e.
 Proper transitions Hillyard)
 Entrance and egress
 Cleaning and disinfection procedures
[12]
Goal: Persistently encourage all students, staff, and visitors through verbal and written communication
to adhere to CDC and DOH guidance regarding the use of PPE, specifically acceptable face coverings,
when a physical distance cannot be maintained.
Push notifications of relevant, imperative,  District Website: www.livoniacsd.org

factual information to all employees and  Facebook:
parents. https://www.facebook.com/LivoniaCS
D/
Share information with local agencies such as  Twitter:
the Town and Village to cross-communicate https://twitter.com/livoniacsd
through their electronic mediums.  Instagram:
https://www.instagram.com/livonia_
Digital signage campaigns across all campus csd/
entities (school buildings, hallways, athletic  Youtube Channel:
fields training facilities, entrance signs, etc.) https://www.youtube.com/channel/U
C8HrvvwxlfOPUYGxDofORrw/featured
 District paper mailings
 Town of Livonia website and
newsletter:
https://www.livoniany.org/
 Blackboard Connect/Parent Link mass
communication system - phone calls
 Blackboard Connect/Parent Link mass
communication system (email)
 Livonia CSD Mobile App - Free
download in the App Store or Google
Play
 Digital signage software (Google)
[13]
Health & Safety
 Continue to review, consider, and monitor the number of students and staff allowed to return in
person based on public health factors, capacity to adhere to public health recommendations,
and the local public health situational context.
 Continue to engage stakeholders and community members as we develop, implement, monitor
and adjust our health and safety portions of reopening plans.
 Consistently communicate applicable instructions, training, and signage via multiple social
media platforms and traditional methods.
 Implement and communicate written protocols to/for:
o instruct staff to observe for signs of illness in students and staff and require
symptomatic persons to be sent to the school nurse.
o daily temperature screenings of all students and staff, along with a daily screening
questionnaire for staff and periodic use of a questionnaire for students.
o require that students with a temperature, signs of illness, and/or a positive response to
the questionnaire be sent directly to a private, safe area for assessment by the school
nurse and while waiting to be picked up or transported home for follow-up with a
healthcare provider.
o ensure all visitors, guests, contractors, and vendors coming to our schools undergo our
implemented health screenings process.
o partner with families to observe signs of illness in their child(ren) that require staying
home from school.
o instruct staff and students in correct hand and respiratory hygiene.
o ensure all persons in school buildings keep physical distance of at least 6 feet whenever
possible.
o inform students and staff of process for requesting accommodations who are at high
risk or live with a person at high risk.
o inform anyone on our campus that face coverings must be worn whenever social
distancing cannot be maintained.
o students and staff taking mask breaks.
o responding to a confirmed case of COVID-19 in the school.
o returning staff or students to school that complies with CDC guidance and is
coordinated with Livingston County Department of Health following illness or diagnosis
of confirmed case of COVID-19, or following quarantine due to contact with a confirmed
case of COVID-19.
o clean and disinfect schools following CDC guidance.
o conduct required school safety drills with modifications ensuring social distancing
between persons.
 Obtain and maintain adequate supplies of cloth face coverings for school staff, students who
forget their masks, and PPE for use by school health professionals.
[14]
 Coordinate and partner with local before and aftercare programs to support students and
families.
 Designate Matthew Cole, Superintendent to be the COVID-19 Safety Coordinator whose
responsibilities include continuous compliance with all aspects of the school’s reopening plan, as
well as any phased-in reopening activities necessary to allow for operational issues to be
resolved before activities return to normal or “new normal” levels.
Health Checks
Parents/guardians and staff members will be provided the following resources to educate them
regarding the careful observation of symptoms of COVID-19:
 CDC Symptoms of Coronavirus - https://www.cdc.gov/coronavirus/2019-ncov/symptoms-
testing/symptoms.html
 The following signs will be distributed to parents/guardians, and staff members and will be
posted throughout the District’s facilities.
 Parents/guardians and staff members will be able access a video which describes the symptoms
of COVID-19:
o Fever or chills (100° or greater); o Headache;
o Cough; o New loss of taste or smell;
o Shortness of breath or difficulty o Sore throat;
breathing; o Congestion or runny nose;
o Fatigue; o Nausea or vomiting; and/or
o Muscle or body aches; o Diarrhea.
[15]
 Staff will be educated to observe students or other staff members for signs of any type of illness
by participating in the following mandated SafeSchools trainings:
o Coronavirus Awareness (Full Course)
o Coronavirus: CDC Guidelines for Making & Using Cloth Face Coverings (Full Course)
o Coronavirus: Cleaning and Disinfecting Your Workplace (Full Course)
 Staff and approved visitors will complete the following health questionnaire daily. Individuals
will be provided a link to a Google form prior to visiting the District’s buildings.
o In the event individuals do not have access to the internet or cannot access the form, a
hard copy of the form will be distributed to the individual.
 Students will complete weekly health questionnaire. Students will be instructed on how to
complete the questionnaire. Students may require assistance due to their unique needs.
o The form will be loaded as a desktop icon on the students’ one-to-one devices.
o In the event individuals do not have access to the internet or cannot access the form, a
hard copy of the form will be distributed to the individual.
Screenings
Daily temperature checks are required for staff, students and approved visitors. Temperature checks
will be performed prior to staff, students and approved visitors entering District facilities or District
transportation to the greatest extent practicable.
 Prior to utilizing any thermometer, operators should review product-specific directions.
 Parents/guardians will be provided access to the video: “It’s All About Thermometers.”
o https://youtu.be/G-m0aNDw_zQ
 Staff, students and approved visitors are strongly encouraged to complete temperature
screenings at home.
 The School Nurses will train staff on the appropriate use of infrared thermometers.
 Trained staff conducting temperature screenings will:
o Utilize no-touch, infrared thermometers;
o Wear a face covering;
o Wear gloves; and
o Perform a visual inspection of an individual prior to conducting a temperature
screening.
 Individuals who are unable to complete temperature screenings at home must participate in
screenings prior to entering District facilities or District transportation.
 Individuals will maintain physical distance while waiting for their temperature screening.
Healthy Hygiene Practices
Healthy hygiene practices will be taught and re-taught in ten (10)-week intervals for both students and
staff. Instruction will be provided in the following areas:
 Hygiene practices
 Health screenings
 Signs and symptoms of COVID-19
 Face coverings
 Social distancing
 Proper transitions
 Entrance and egress
 Cleaning and disinfection procedures
[16]
The District will provide trainings through:

 Daily General Announcements:
o COVID-19 Everyday Prevention Actions - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/CDC-COVID-19-PSA-Everyday-Prevention-Actions.pdf
o COVID-19 Readiness - https://www.cdc.gov/coronavirus/2019-ncov/downloads/CDC-
COVID-19-PSA-Readiness.pdf
o Coronavirus Stops with Me - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/2020_06_30_SG-PSA-Re-RECORD.pdf
o Cleaning and Disinfection - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/PSA_Cleaning-and-Disinfection.pdf
o What To Do If You Are Sick - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/PSA_What-to-Do-When-Sick.pdf
 Videos
o Symptoms of Coronavirus Disease 2019 - https://youtu.be/7zzfdYShvQU
o How does COVID-19 spread? - https://youtu.be/WfJSVbQtHsk
o What You Need to Know About Handwashing - https://youtu.be/d914EnpU4Fo
 Conspicuous signage will be placed in the following areas:

o Entrances
o Restrooms
o Cafeterias
o Classrooms
o Offices
o Auditoriums
o Operations and Maintenance Spaces
 Signage will be posted on the following topics:

o Wash Your Hands - https://www.cdc.gov/handwashing/pdf/wash-your-hands-poster-
english-508.pdf
o Handwashing is Your Superpower - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/superhero_poster.pdf
o Stop the Spread of Germs - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/stop-the-spread-of-germs.pdf
o Symptoms of Coronavirus Disease 2019 - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/COVID19-symptoms.pdf
o Please Wear a Cloth Face Covering - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/cloth-face-covering-building-entrance.pdf
o Protect Yourself and Others from COVID-19 - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/Young_Mitigation_recommendations_and_resources_toolkit_01.pdf
o Cover Coughs and Sneezes - https://www.cdc.gov/coronavirus/2019-
ncov/downloads/cover-your-cough_poster.pdf
[17]
Hand Hygiene
Students, staff and approved visitors will practice good hand hygiene to reduce the spread of COVID-19.
Hand washing stations are located:
 Inside or outside restrooms
 Inside some classrooms
 Inside health offices
 Inside operations and maintenance areas
 Inside food service areas
Soap dispensers, hand sanitizer and paper towels are provided at each station.
Students, staff and approved visitors will wash their hands:

 Before, during, and after preparing food
 Before eating food
 After using the restroom
 After blowing one’s nose, coughing, or sneezing
 After touching garbage
 After having been in a public place and touched an item or surface that may be frequently
touched by other people, such as door handles, railings, etc.
When washing hands, individuals will:

 Wet their hands with clean, running water and apply soap.
 Lather their hands by rubbing them together with the soap.
 Scrub their hands for at least 20 seconds.
 Rinse their hands well under clean, running water.
 Dry their hands using a clean towel.
Hand sanitizer will be provided at all entrances, handwashing stations, classrooms, large-occupancy
spaces (Gymnasiums, Auditorium, etc.), cafeterias, and operations and maintenance areas.
Respiratory Hygiene
Students, staff and approved visitors will be instructed and re-instructed on:
 How to Safely Cough and Sneeze - https://youtu.be/a220fnvLyxY
The District will provide the necessary hand and respiratory hygiene supplies.
In instances where social distancing or mask requirements cannot be complied or easily regulated, light-
transmitting plastic barriers will be installed:
[18]
Social Distancing
Students, staff and approved visitors will receive instruction and re-instruction on physical distancing.
Training video - https://youtu.be/GDDDz89EhSU
The District will adhere to maintaining six (6) feet of space between individuals to the greatest extent
practicable. In instances when six (6) feet of distance cannot be maintained, individuals will be required
to utilize face coverings or protective barriers.
The District will implement the following methods, to the greatest extent practicable, to encourage
social distancing and reduce density:
 Develop multiple entrance points
 Stagger arrival and departure times
 Reduce the use of locker storage areas
 Structure classroom settings to ensure social distancing between individuals or groups of
individuals
o In settings where groups of individuals must be distanced, light-transmitting plastic
barriers will be installed
 Desks will be turned to face in the same direction to the greatest extent practicable.
o In settings where desks cannot be turned in the same direction due to grouping, light-
transmitting plastic barriers will be installed
 Students will pass between settings in staggered intervals
 Hallways will be marked with directional arrows
 Windows and doors will be opened to improve ventilation
 Limit the use of shared supplies.
o Supplies will be sanitized and disinfected if they must be shared.
 Utilization of outdoor and large alternate spaces (Gymnasiums, auditoriums, courtyards, etc.) to
maintain adequate distance between individuals.
 Limit the number of individuals in smaller spaces (Main Offices)
 Limit the number of activities where multiple groups interact (Playground, assemblies, etc.)
 Additional distancing will be ensured for individuals who are participating in activities requiring
projection of a voice or instrument, or aerobic activity.
[19]
Medically Vulnerable/High-Risk Groups

Individuals in these groups should consult with their healthcare provider regarding prevention:
 Age 65 or older;
 Pregnant;
 Underlying health conditions including, but not limited to:
o Chronic lung disease or moderate to severe asthma
o Serious heart conditions
o Immunocompromised
o Severe obesity
o Diabetes
o Chronic kidney disease undergoing dialysis
o Liver disease
o Sickle cell anemia
o Children who are medically complex, who have neurologic, genetic, metabolic
conditions, or who have congenital heart disease are at higher risk for severe illness
from COVID-19 than other children.
Individuals in these groups will collaborate with their healthcare providers to make informed decisions.
In order to meet the needs of individuals in these groups and ensure their health and safety, the District
requires medical documentation supporting recommended courses of action. The District will consider
all information when determining courses of action.
School health services personnel, special education personnel, and administration may develop
alternate plans for individuals in these groups. Appropriate accommodations include, but are not
limited to:
 Additional PPE for staff caring for such students:
o Tyvek suits
o Face shields
o Light-transmitting plastic barriers
 Limiting the number of students in an educational setting
 Development of alternative schedules
Personal Protective Equipment (PPE)

Students, staff and approved visitors will utilize face coverings at all times with the following exceptions:
 Individuals are physical distanced (Six (6) feet) and in a secure setting (Classroom, Office).
 Individuals are not physical distanced, in a secure setting, and protected by light-transmitting
plastic barriers.
 Individuals have provided the District with medical documentation supporting accommodations.
Medical or sensory issues may impede an individual’s ability to participate in the learning
environment. The aforementioned individuals will wear an alternative barrier to protect others
in the learning environment. Acceptable barriers include, but are not limited to: dust masks,
face shields, etc.
[20]
The District will allow individuals to wear their own face coverings as long as they cover individuals’
mouths and noses. The District will provide trainings for students and staff on the use and care of face
coverings.
o SafeSchools - Coronavirus: CDC Guidelines for Making & Using Cloth Face Coverings
o Students – Prevent COVID-19: Wear a Cloth Face Covering -
https://youtu.be/ML3n1c0FHDI
o Students and Staff – How to Wash Cloth Face Coverings -
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-to-wash-cloth-
face-coverings.html
The District has currently stockpiled 4,000 cloth looped masks. In addition, the District has purchased
70,000 disposable looped masks. Masks will be made available to students, staff and approved visitors
who are unable to secure their own masks.
The School Nurses will be provided additional PPE to care for individuals expressing COVID-19
symptoms. Such PPE includes, but is not limited to:
 Respirators (N95) masks that are fitted
 Eye protection
 Face shields
 Gloves
 Disposable gowns
Aerosol Generating Procedures (AGP)

School Nurses will use the following PPE when administering aerosol generating procedures:
 Gloves;
 N95 or surgical facemask;
 In lieu of N95 – a surgical mask with face shield;
 Eye protection; and
 A gown.
AGPs include:
 Suctioning;
 Administering nebulizer treatments; or
 Using peak flow meters with students who have respiratory conditions.
Treatments will be conducted in a room separate from others in the Health Offices. The separate room
will be sanitized after each treatment.
Cloth Face Coverings

Students, staff and approved visitors will utilize face coverings at all times with the following exceptions:
 Individuals are physical distanced (Six (6) feet) and in a secure setting (Classroom, Office).
 Individuals are not physical distanced, in a secure setting, and protected by light-transmitting
plastic barriers.
 Individuals have provided the District with medical documentation supporting accommodations.
Medical or sensory issues may impede an individual’s ability to participate in the learning
environment. The aforementioned individuals will wear an alternative barrier to protect others
in the learning environment. Acceptable barriers include, but are not limited to: dust masks,
face shields, etc.
[21]
The District will allow individuals to wear their own face coverings as long as they cover individuals’
mouths and noses. The District will provide trainings for students and staff on the use and care of face
coverings.
o SafeSchools - Coronavirus: CDC Guidelines for Making & Using Cloth Face Coverings (Full
Course)
o Students – Prevent COVID-19: Wear a Cloth Face Covering -
https://youtu.be/ML3n1c0FHDI
o Students and Staff – How to Wash Cloth Face Coverings -
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-to-wash-cloth-
face-coverings.html
Management of Ill Persons

Students and staff with symptoms of illness will be sent to the health office. School Nurses will assess
individuals who are sent to the health office.
If a school nurse is not available, building administrators will isolate and dismiss any student or staff
member who has a fever or other symptoms of COVID-19 that are not explained by a chronic health
condition for follow up with a health care provider.
If Students or Staff become Ill with Symptoms of COVID-19 at Schools

The District will follow Education Law § 906, which provides:
“Whenever...a student in the public schools shows symptoms of any communicable or infectious disease
reportable under the public health law that imposes a significant risk of infection of others in the school,
he or she shall be excluded from the school and sent home immediately, in a safe and proper
conveyance. The director of school health services shall immediately notify a local public health agency
of any disease reportable under the public health law. The director of school health services, or other
health professionals acting upon direction or referral of such director, may make such evaluations of
teachers and any other school employees, school buildings and premises as, in their discretion, they may
deem necessary to protect the health of the students and staff.”
Staff will immediately report any illness of students or staff to the school nurse or building
administrator. Reports will be made in compliance with FERPA and Education Law 2-d. If nurses choose
to go to classrooms to make assessments of students, this will be done in a manner that protects the
student’s confidentiality. If there are several students waiting to see the school nurse, students will wait
at least 6 feet apart. Health offices in both buildings have general admission areas, bathrooms, bed
areas and isolated examination rooms. The offices are supervised by the school nurses and have hand
hygiene supplies. The school nurses assessing or providing care to ill students and staff will adhere to
the following transmission-based precautions:
 Contact Precautions - https://www.cdc.gov/infectioncontrol/pdf/contact-precautions-sign-P.pdf
 Droplet Precautions - https://www.cdc.gov/infectioncontrol/pdf/droplet-precautions-sign-P.pdf
 Airborne Precautions - https://www.cdc.gov/infectioncontrol/pdf/airborne-precautions-sign-
P.pdf
Students suspected of having COVID-19 awaiting transport home by the parent/guardian will be isolated
in the health offices examination rooms separated from others. Once individuals have exited the
examination rooms, the rooms will be closed until cleaning and disinfection has occurred.
[22]
Return to School After Illness

The District will follow CDC guidance for allowing a student or staff member to return to school after
exhibiting symptoms of COVID-19. If a person is not diagnosed by a healthcare provider (physician,
nurse practitioner, or physician assistant) with COVID-19 they can return to school:
 Once there is no fever, without the use of fever reducing medicines, and they have felt well for
24 hours;
 If they have been diagnosed with another condition and has a healthcare provider written note
stating they are clear to return to school.
If a person is diagnosed with COVID-19 by a healthcare provider based on a test or their symptoms or
does not get a COVID-19 test but has had symptoms, they should not be at school and should stay at
home until:
 It has been at least ten days since the individual first had symptoms;
 It has been at least three days since the individual has had a fever (without using fever reducing
medicine); and
 It has been at least three days since the individual’s symptoms improved, including cough and
shortness of breath.
The CDC provides specific guidance for individuals who are on home isolation regarding when the
isolation may end. CDC recommendations for discontinuing isolation in persons known to be infected
with COVID-19 could, in some circumstances, appear to conflict with recommendations on when to
discontinue quarantine for persons known to have been exposed to COVID-19. CDC recommends 14
days of quarantine after exposure based on the time it may take to develop illness if infected. Thus, it is
possible that a person known to be infected could leave isolation earlier than a person who is
quarantined because of the possibility they are infected.
COVID-19 Testing
Per CDC Guidance, the District will not conduct COVID-19 testing. The decision of whether a
test needs to be conducted will be determined by a healthcare provider or the local department of
health.
Contact Tracing
Contact tracing is a public health function performed by local public health departments to trace all
persons who had contact with a confirmed case of COVID-19. This allows public health officials to put in
place isolation or other measures to limit the spread of the virus. The District will cooperate with state
and local health department contact tracing. The District will assist the Department of Health in
knowing who may have had contact at school with a confirmed case by:
 keeping accurate attendance records of students and staff members;
 ensuring student schedules are up to date;
 keeping a log of any visitors which includes date, time and where in the school they visited; and
 Assist the Department of Health in tracing all contacts of the individual at school in accordance
with the protocol, training, and tools provided through the New York State Contact Tracing
Program.
Confidentiality will be maintained as required by federal and state laws and regulations. School staff will
not determine who is to be excluded from school based on contact without guidance and direction from
the Department of Health.
[23]
School Closures
The District will collaborate with the Department of Health to determine the parameters, conditions or
metrics (e.g., increased absenteeism or increased illness in school community) that will serve as early
warning signs that positive COVID-19 cases may be increasing beyond an acceptable level.
The District will consider closing school if absentee rates impact the ability of the school
to operate safely. The District may choose to modify operations prior to closing to help mitigate a rise in
cases. The District will consult with its medical director and the Department of Health when making
such decisions.
Cleaning and Disinfection

Procedures
The District will:
● Create and retain logs stating:
o Date
o Time
o Scope of cleaning and disinfection
● Schedule (at least daily) cleaning and disinfecting of touched surfaces during the regular school
day. Cleaning and disinfecting will include frequently touched surfaces (PE equipment, door
handles, sink handles, drinking fountains) and shared objects (toys, games, art supplies)
between uses.
● Ensure safe and correct application of disinfectants ensuring adequate contact times
● Keep products away from children
● Ensure ventilation systems operate properly and increase circulation of outdoor air as much as
possible by opening windows and doors, or other methods
● Not open windows and doors if they pose a safety or health risk (e.g., allowing pollen in or
exacerbating asthma symptoms) to children using the facility.
● Take steps to ensure all water systems and features (for example, drinking fountains, decorative
fountains) are safe to use
● Soft Surfaces - Clean the surface using soap and water or with cleaners appropriate for use on
these surfaces
● Electronics
o Follow manufacturer’s instructions for cleaning and disinfecting. If there are no
instructions, use alcohol-based wipes or sprays containing at least 70% isopropyl
alcohol. Dry surfaces thoroughly
[24]
Cleaning/Disinfecting Procedure
Appropriate cleaners
 Surface cleaner
o Spray bottle
o Bucket
 Soap & water
o Spray bottle
o Bucket
Step 1. Clean
● Wear disposable gloves or any other required PPE to clean and disinfect
● Clean surfaces using an appropriate cleaner making sure you produce friction on the surface
● Read all labels and follow instructions (PPE may be required)
● Cleaning reduces the number of germs, dirt and impurities on the surface. Friction action breaks
biofilm on any virus allowing disinfectant to contact the area
● Change out cleaning cloths (microfiber) often or use disposable products
● Clean surfaces prior to disinfecting
● Practice routine cleaning of frequently-touched surfaces.
Step 2. Disinfect
● Disinfecting kills germs on surfaces
● Ensure the area or item is cleaned with a cleaning agent before disinfecting
● Then disinfectant can be used
● Take all precautions on the label such as PPE, and safe handling procedures
● Change out cleaning cloths (microfiber) often or use disposable products
● Use EPA-registered disinfectant. Follow the instructions on the label to ensure safe and
effective use of the product. Many products recommend:
o Keeping the surface wet for the entire contact/dwell time (see product label)
o Precautions such as wearing gloves and making sure you have good ventilation during
use of the product
 Diluted bleach solutions may also be used if appropriate for the surface
o ⅓ cup bleach per gallon of water - highly concentrated solutions may result in adverse
health effects, discoloration and residue
o Bleach solutions should be made fresh and not kept for more than 24 hours
o Check the label to see if your bleach is intended for disinfection, and ensure the product
is not past its expiration date. Some bleaches, such as those designed for safe use on
colored clothing or for whitening may not be suitable for disinfection
o Unexpired bleach will be effective against coronaviruses when properly diluted. Follow
manufacturer’s instructions for application and proper ventilation
o Never mix bleach with ammonia or any other cleanser
o Leave solution on the surface for at least 1 minute
[25]
Laundering
Launder items (if possible) according to the manufacturer’s instructions. Use the warmest appropriate
water setting and dry items completely or disinfect with an EPA-registered disinfectant
o Washing face coverings in a washing machine and drying in a dryer is recommended to
properly clean a face covering
o If masks are hand washed prepare a bleach solution of 4 teaspoons household bleach
per quart of room temperature water. Soak the face covering for 5 minutes. Rinse the
face covering thoroughly with cool water. Air dry, in direct sunlight, when possible.
Wash hands for 30 seconds after washing the mask
o Face coverings must be completely dry before wearing
● Wear disposable gloves when handling dirty laundry from a person who is sick
● Dirty laundry from a person who is sick can be washed with other people’s items
● Do not shake dirty laundry
● Clean and disinfect clothes hampers according to guidance above for surfaces
● Remove gloves and wash hands right away
Classrooms
● Teachers may be responsible for general cleaning within the classrooms and should be provided
with appropriate cleaning supplies
● Keep cleaning supplies out of reach of children
● Schedule (at least daily) cleaning and disinfecting of touched surfaces during the regular school
day. Cleaning and disinfecting should include frequently touched surfaces (PE equipment, door
handles, sink handles, drinking fountains) and shared objects (toys, games, art supplies)
between uses. Consider scheduling this task late morning and early afternoon, ensuring
adequate contact time for the disinfection
● In order to facilitate cleaning and disinfection, classroom materials should be removed to the
greatest extent possible
● Trained custodial staff should be responsible for heavier cleaning and disinfecting within
classrooms
[26]
Suggested Cleanliness and Disinfection Standards

This section outlines the process and expectations following an extended school closure for the
continued levels of cleanliness and disinfection required to meet federal and state mandates.
Classroom
● Clean and disinfect high touch surfaces (but not limited to):
o Classroom desks and chairs
o Door handles and push plates
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
o Shared computer keyboards and mice
● All trash receptacles emptied and trash removed from the room
● Floors swept and dust mopped
● Floors spot mopped or full mopped
● Wipe clean: Tables, furniture and counter tops
● Window in the classroom door is cleaned at minimum once per week
● Walls are spot cleaned
● Carpets are spot cleaned
● Make sure all windows are locked
● Clean/Disinfect classroom sink and toilet area (if applicable)
● Vacuum carpet daily if applicable
● Re-stock all paper and soap products
● Clean Baseboards - Weekly
● Clean Light Fixtures - Weekly
● Replace Lights (Notify Custodian or Maintenance)
Restrooms and Locker Rooms

● Clean and disinfect toilets, sinks and shower areas
o Drinking Fountains
o Light switches
o Handrails
● Floors full mopped
● Clean Doors and Partitions in Restrooms and Locker Rooms
● Check that toilets, faucets, and drains are working
● Check Sanitary Napkin Boxes
● Clean Exterior of Dispensers
● Restock all toilet paper and soap products
● Clean Light Fixtures - Weekly
[27]
Common Areas (Hallways)

○ Drinking Fountains
○ Door handles and push plates
○ Bathroom faucets
○ Light switches
○ Handrails
○ Buttons on vending machines
● All trash receptacles emptied and trash removed
● Floors spot mopped or full mopped
● Walls are spot cleaned, when soiled
● Make sure all unoccupied classrooms are locked
Medical Office
● Clean and disinfect health cots regularly (after each student use)
● Discard or launder coverings after each use
● Cover treatment tables and use pillow protectors
o Classroom desks and chairs
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
● Floors full mopped
● Wipe clean: Tables, furniture and counter tops
● Window in the door is cleaned at minimum once per week
● Clean/Disinfect classroom sink and toilet area if applicable
● Vacuum carpet daily if applicable
● Re-stock all paper and soap products
● Clean Light Fixtures – Weekly
[28]
Clerical/Admin Offices
 Clean and disinfect high touch surfaces:
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
 All trash receptacles emptied and trash removed from the room
 Floors swept and dust mopped
 Floors spot mopped or full mopped
 Wipe clean: Tables, furniture and counter tops
 Window in the door is cleaned at minimum once per week
 Walls are spot cleaned
 Carpets are spot cleaned
 Make sure all windows are locked
 Clean/Disinfect shared sink and toilet area if applicable
 Vacuum carpet daily if applicable
 Restock all paper and soap products
 Clean Baseboards - Weekly
 Clean Light Fixtures - Weekly
 Replace Lights (Notify Custodian or Maintenance)
Athletic Areas
 Establish a regular cleaning schedule for shared environmental surfaces such as wrestling mats
or strength training equipment
 Disinfect mats and other high-use equipment at least daily
o Handles on equipment (e.g., athletic equipment)
o Drinking fountains
o Ice Machines
o Light switches
o Shared telephones
o Shared desktops
 All trash receptacles emptied and trash removed from the room
 Floors swept and dust mopped
 Floors spot mopped or full mopped
 Wipe clean: Tables, furniture and counter tops
 Window in the door is cleaned at minimum once per week
 Re-stock all paper and soap products
 Clean Light Fixtures - Weekly
[29]
Restrooms
 Clean and disinfect toilets, sinks and shower areas
 Wear proper PPE, avoid splashes
o Sinks
o Faucets
o Soap dispensers
o Drinking Fountains
o Light switches
o Handrails
 All trash receptacles emptied and trash removed from room
 Floors full mopped
 Clean Doors and Partitions in Restrooms and Locker Rooms
 Check that toilets, faucets, and drains are working
 Check Sanitary Napkin Boxes
 Clean Exterior of Dispensers
 Re-stock all paper and soap products
 Clean Light Fixtures – Weekly
[30]
Safety Drills
Education Law § 807 requires that schools conduct 8 evacuation and 4 lockdown drills each school year.
Conducting drills is an important part of keeping students and staff safe in an emergency; however,
steps will be taken to minimize the risk of spreading infection while conducting drills.
Emergency Response Protocols:

 Shelter-In-Place (Hold-In-Place)
 Evacuation
 Lockout
 Lockdown
Shelter-In-Place (Hold-In-Place)
Shelter-In-Place protocols will be the same with the following changes:
 Provide 6 feet of space between students and staff during the Shelter-In-Place
 Use of face coverings throughout the event will be required
 The District will have extra face coverings on hand in the event that a person does not have one
 Listen for updates and respond accordingly
Evacuate
Evacuation protocols will be routinely the same with some minor adjustments:
 Identify, in advance, who will be holding the door to get out of the building, therefore reducing
the amount of people touching the door hardware when leaving the building. Personnel that will
be conducting this task may be assigned to holding the door for one or more classrooms or until
confirmation that everyone has vacated the building
 Bring all necessary items needed: extra face coverings, and hand sanitizer
 If no extra face coverings are available, instruct anyone that does not have a face covering to
use their shirt to cover their nose and mouth during the event
Lockout
Lockout protocols will be the same, besides maintaining 6 feet of space between students and staff in
the area.
Lockdown
During a Lockdown, there will be a violation of the 6 foot recommendation between people. In order to
protect life safety, lockdown protocols will be mostly the same process as they have been conducted in
the past.
 Evaluate, in advance, if there is room to physical distance without being in the line of sight
 Instruct anyone that does not have a face covering to use their shirt to cover their nose and
mouth during the event
[31]
Facilities
 Follow all guidance related to health and safety – including meeting social distancing
requirements and cleaning frequently touched spaces regularly to prevent the spread of
infection.
 Submit any proposed required changes to our facilities to the Office of Facilities Planning for
review and approval.
 Maintain current settings for automatic doors,
 Conduct standard operations and procedures to the best of our abilities without deviating from
current requirements and where needed will amend changes to our Fire Safety Plans that
promote and provide for social distancing during emerging drills and procedures.
 Comply with requirements and deadlines for our Building Condition Survey, Visual Inspections,
and Lead-In-Water Testing.
 Update our air filters to meet recommended specifications for COVID-19 and maintain
adequate, code required ventilation as designed.
Required Square Footage

While recommendations on social distancing suggest that maintaining a six-foot distance from others is
optimal, the building code itself does not mandate a minimum square footage per person on which
districts or other applicable schools must base the number of students and staff in a building.
Classrooms in the District have been measured and will be physically organized into one of four standard
configurations that meet public health requirements of six feet physical distancing/physical protective
barriers. Classroom populations will adhere to the aforementioned numbers provided by the District’s
Operations and Maintenance Department.
Facilities Alterations and Acquisition

The District does not intend to alter its existing spaces or acquire additional spaces for the purpose of
reopening.
Changes to Space Utilization and/or Alterations

The District does not intend to make changes to its space utilization or alter its existing spaces for the
purpose of reopening.
Space Expansion
The District does not intend to expand its square footage for the purpose of reopening.
Tents for Additional Space

The District does not intend to utilize tents for additional space for the purpose of reopening.
[32]
Plumbing Facilities and Fixtures
Toilet and Sink Fixtures

The District will, where physical distancing/physical protective barriers are not available, reduce the
number of toilet and sink fixtures for use during the school day. The District has established cleaning
and disinfecting schedules for lavatories. Signs promoting social distancing, frequent hand washing and
disinfecting will be placed in and near all lavatories.
Drinking Water Facilities

The District previously updated ALL drinking fountains to bottled water stations.
Ventilation
The District will maintain adequate, code required ventilation as designed.
Child Nutrition
Safety and Sanitation
Waste and Laundering
Single-use items and used disinfection materials will be treated as regular waste, following food safety
guidelines.
Laundry for clothing, towels, linens and other items

 Cloth materials (i.e., linens, aprons, etc.) will be washed and dried on the highest temperature
setting allowable for the fabric.
 Items will be laundered according to the manufacturer’s instructions.
 Employees will wear disposable gloves when handling dirty laundry.
 Employees will not shake dirty laundry
 Employees will clean and disinfect clothes hampers.
 Employees will remove gloves and wash hands immediately.
Cleaning/Disinfecting Protocols
General Cleaning
 Cleaning protocols will be reviewed for cafeteria furniture, meal preparation and serving areas,
point-of-sale transactions and dishes/utensils.
 All staff will be trained on any new PPE, cleaning products and techniques.
 The facility will be cleaned and disinfected per current NYSDOH/CDC protocols.
 The District will maintain logs including the date, time, and scope of cleaning and disinfection.
[33]
General Disinfecting
 Areas or items will be cleaned with soap and water or another approved detergent. Cleaning
agent will be replaced frequently. Once clean, areas or items will be disinfected.
 Soft Surfaces – Surfaces will be cleaned using soap and water or with other approved
appropriate cleaning agents.
 EPA-registered disinfectants will be used. Staff will follow the instructions on the label to ensure
safe and effective use of the product. Many products recommend:
○ Keeping surfaces wet for the entire contact time (see product label).
○ Precautions such as wearing proper PPE and ensuring proper ventilation during use of
the product.
○ Diluted bleach solutions may also be used if appropriate for the surface.
○ Unexpired bleach will be effective against coronaviruses when properly diluted.
○ Leave bleach solution on the surface for at least 1 minute.
Cleaning Daily Cafeteria/Kitchens

 Lunch tables will be cleaned and disinfected after each service.
 Food preparation areas will be cleaned and disinfected daily.
 Floors will be fully mopped.
 Windows in the door will be cleaned at minimum once per week.
 Walls will be spot cleaned.
 Sink and toilet area will be cleaned and disinfected.
 All paper and soap products will be restocked.
 Baseboards will be cleaned weekly.
 Light fixtures will be cleaned weekly.
[34]
Typical operations for cleaning and disinfecting fall within the industry standards for Level 3 –
Orderly/Sanitary – Critical for PK-12 Education facilities. This plan moves the District to Level 1 –
Spotless & Sanitary cleaning and disinfecting practices.
[35]
[36]
Child Nutrition
 Provide all students will access to school meals each school day – whether they are in physical
attendance or engaging in distancing learning.
 Continue to comply with all applicable health and safety guidelines, as well as Child Nutrition
Program requirements.
 Initiate measures to protect students with food allergies when meals are provided outside the
cafeteria.
 Establish protocols to/for:
o students to perform hand hygiene before and after eating, promote appropriate hand
hygiene, and discourage sharing of food and beverages.
o Require cleaning and disinfection prior to the next group of students arriving for meals,
if served in the same common area.
o communicate with families through multiple means.
Food Service Staff

Training Department Specific
LCS has implemented the following SafeSchools (Online) Training Plan for the 2020 - 21 school year:
● Bloodborne Pathogen Exposure Prevention (Full Course)
● Cyberbullying (Full Course)
● Coronavirus Awareness (Full Course)
● Coronavirus: CDC Guidelines for Making & Using Cloth Face Coverings (Full Course)
● Coronavirus: Cleaning and Disinfecting Your Workplace (Full Course)
● Fire and Explosion Hazards (Full Course)
● LCS – DASA (Full Course)
● Sexual Harassment: Staff-to-Staff (Full Course (New York))
Required PPE
● Gloves
● Face Covering/Mask
The District will purchase face coverings/masks, gloves, and hand sanitizer. Staff will properly use and
dispose of PPE.
Roles and Responsibilities

Supervisor
 Create weekly/bi-weekly plans per guidance
 Inventory necessary materials and supply chain for cleaning, disinfecting, and preventing spread
of disease
 Provide training to staff members on operating procedures, proper cleaning techniques, proper
use of chemicals and personal protective equipment
 Provide ongoing communication to staff and feedback to staff on a weekly basis
 Participate in planning meetings as needed
[37]
Food Service Staff

● Maintain social distancing to the greatest extent practicable
● Wear cloth face coverings at all times unless the employee is not in the food preparation area or
in the serving area
● Use all chemical cleaners and disinfectants in the manner recommended by the manufacturer
and your supervisor
● Wear all required personal protective equipment (PPE) when cleaning and using chemicals
● Follow US CDC Guidelines for Cleaning and Disinfecting Your Facility
https://www.cdc.gov/coronavirus/2019-ncov/community/disinfecting-building-facility.html
● Wash hands regularly with soap and water for at least 20 seconds. If soap and water are not
readily available, use an alcohol-based hand sanitizer containing at least 60% alcohol or 70%
isopropyl alcohol
Food Preparation Areas and Contact Surfaces

 Shared workspaces will be minimized
 Employees will be dedicated to certain tasks, at separate workstations
 Adhesive floor mats will be placed at entrances and at the entrances of food preparation areas
 Exposed clean silverware, dishes, glasses, pots and pans will be covered
 Plasticware will be wrapped
 Condiments will be pre-packaged
 Disposable napkins will be used
Contact Vendors and Suppliers

The District maintains two (2) weeks-worth of inventory at any given time during the school year. This
does not include some non-perishable items. The District has direct contacts with its local, regional and
government vendors and is able to source needed products or substitutes. During the 2019 – 20
mandated school closure the District was able source all items for its Food Security Plan. The District
will continue to monitor its inventory and engage its vendors accordingly.
USDA Waivers Approved for the National School Lunch Program and School Breakfast Program, July 1,
2020 – June 30, 2021
The District will apply for the following waivers:
 Non-congregate feeding
 Meal service time flexibility
 Bulk meals
 Parent/guardian Meal Pick Up
 Meal Pattern Flexibility
 “Offer Versus Serve” Flexibility for Senior High Schools
[38]
Meal Service
The following changes will be implemented during meal service:
 There will be no self-serve food items.
 Napkins and plasticware will be provided directly by staff.
 The District will use disposable utensils.
 When necessary (due to age, ability or building scheduling needs), meals will be delivered to
students in the classroom.
 Choices will include one (1) hot meal option and one (1) cold meal option.
 Choices will continue to meet meal pattern requirements.
 The District will continue to meet the dietary needs of its students.
 Social distancing will be enforced in all eating areas.
 Food-sharing is prohibited.
 Hand washing will occur in the classroom before & after meals and hand sanitizer upon entering
/exiting the cafeteria.
 Hand sanitizer will be appropriately placed at entry/exit doors.
 Small appliances will be discontinued.
 Pot lucks will be discontinued.
 Condiments will be prepackaged.
 Students may eat outside with their classes so long as there is adequate supervision, social
distancing, and appropriate weather.
 A la carte items and vending machines will be discontinued.
 Breakfast will be a grab-and-go option for students heading to their classrooms.
 Staff will use adequate PPE when delivering food and interacting with students.
 Parents/guardians will be provided with information on MySchoolBucks.
 Payment for meals will occur through MySchoolBucks and teacher collections in
homerooms/classrooms.
 The District will send Free and Reduced Price lunch applications to all families with a cover letter
encouraging completion.
 The District will continue to use its counting logs for individuals eating offsite.
Meals Consumed Onsite

The following changes will be implemented for meals consumed onsite:
 There will be no self-serve food items.
 When necessary (due to age, ability or building scheduling needs), meals will be delivered to
students in the classroom.
 Meals will be consumed in classrooms.
 Choices will include one (1) hot meal option and one (1) cold meal option.
 Choices will continue to meet meal pattern requirements.
 The District will continue to meet the dietary needs of its students.
 Social distancing will be enforced in all eating areas. Signage will be installed to promote social
distancing.
 Food-sharing is prohibited.
 Condiments will be prepackaged.
 Students may eat outside with their classes so long as there is adequate supervision, social
distancing, and appropriate weather.
 A la carte items and vending machines will be discontinued.
[39]
 Breakfast will be a grab-and-go option for students heading to their classrooms.

 Windows and doors will be opened as much as possible to promote outdoor air circulation.
Windows and doors will not be opened if they pose a safety or health risk (e.g., allowing pollen
in or exacerbating asthma symptoms) to children using facilities.
 Students will be required to wash hands before and after meal service.
 Hand sanitizer stations will be established in cafeterias and all alternate eating spaces.
 The online roster will notate students with allergies and menu items which contain allergens.
Educational material on allergies as well as listing of students within classroom that have said
allergies given to the respective teacher/attendant.
 Meal times and locations will be staggered to ensure social distancing.
Meals Consumed Offsite (with election of waivers)

The following changes will be implemented for meals consumed offsite:
 Meals will be available for pickup from 11:00 AM – 12:30 PM in the Middle/High School drive
through location.
 Vehicles will pull up to the door nearest the cafeteria.
 A staff member will deliver meals directly to the vehicle.
 Pedestrians may pick up at the same point.
 Social distancing will be maintained by pedestrians.
 Staff members delivering meals will wear appropriate PPE.
 Families will contact the Food Service Director (Email: RSchorer@Livoniacsd.org, Phone: ((585)
346 – 4000 ext. 4060) if they are having difficulty accessing the school meal distribution site.
[40]
Transportation
 Follow all existing mandates regarding the safe and effective transportation of all students.
 Ensure all students are required to wear masks on a school bus if they are physically able.
Students who are unable to medically tolerate a face covering, including students where such
covering would impair their physical health or mental health are not subject to the required use
of a face covering.
 Ensure all students maintain physical distance on the bus.
 NOT deny a student transportation if they do not have a mask, instead we will provide them a
mask.
 Ensure all vehicles are cleaned and disinfected once a day with high contact spots being wiped
down after the am and pm run within the disinfection schedule.
 Ensure that NO vehicle is equipped with hand sanitizer and that our staff do NOT carry personal
bottles of hand sanitizer with them on our school buses due to its combustible composition.
 Ensure that all staff perform a self-health assessment for symptoms of COVID-19 before arriving
to work and if experiencing any symptoms they should stay home, notify employer, and seek
medical attention.
 Ensure that all transportation staff wear a face covering along with an optional face shield.
 provide required PPE for all transportation staff and implement ongoing training on the proper
use of PPE and the signs and symptoms of COVID-19
 Ensure that any transportation staff who must have direct physical contact with a child must
wear gloves.
 Communicate and enforce family responsibility to ensure their child(ren) are not experiencing
any signs and symptoms of COVID-19 and do not have a fever of 100 degrees or more prior to
them boarding their method of transportation to school.
[41]
The School Bus

Density Reduction, Social Distancing, Bus Capacity
 Children will sit one (1) child per seat as denoted in the following diagram.
 Siblings or those that live in the same household will sit together.
 Decals will indicate where students may sit and to mark six-foot distances in aisles.
 If mandated, the Livonia Central School District will purchase sneeze guards.
 Students will wear face coverings while in transit.
 Parents/guardians will be surveyed regarding an “opt-out” option.
 The District will remind students/parents/guardians that social distancing requirements extend
to the bus stop.
Cleaning and Disinfecting

 Buses and other transportation vehicles will be cleaned and disinfected daily and in between
runs if scheduled for multiple routes.
 Daily Cleaning
o All trash removed
o Floors swept and dust mopped
o Walls and windows cleaned
 High Touch Surfaces
o Bus seats and seat backs
o Seat belts
o Door handles, handrails
o Driver operator area
 EPA approved cleaning and disinfecting products will be used. Labels will be read and directions
will be followed. Appropriate PPE will be worn by staff that are cleaning and disinfecting
transportation.
 Proper ventilation will be ensured during cleaning.
 Windows, and roof hatches will be opened, and fans will be turned on during route operation.
 Eating and drinking is prohibited on the bus.
 All cleanings and inspections will be documented.
 District will emphasize to parents/guardians and students prior to reopening schools that it has
thoroughly disinfected all buses and student transportation vehicles.
[42]
School Bus Staff

Training Department Specific
LCS has implemented the following SafeSchools (Online) Training Plan for the 2020 - 21 school year:
 Bloodborne Pathogen Exposure Prevention (Full Course)
 Cyberbullying (Full Course)
 Coronavirus Awareness (Full Course)
 Coronavirus: CDC Guidelines for Making & Using Cloth Face Coverings (Full Course)
 Coronavirus: Cleaning and Disinfecting Your Workplace (Full Course)
 Fire and Explosion Hazards (Full Course)
 LCS – DASA (Full Course)
 Sexual Harassment: Staff-to-Staff (Full Course (New York))
Roles and Responsibilities

Supervisor
 Ensure employees are equipped with proper PPE and protective measures to keep them safe
 Ensure employees maintain annual training requirements. Update employees on new policies
and/or procedures adopted during COVID-19 pandemic.
 Enforce social distancing, density reduction, bus capacity, routing issues, cleaning and
disinfection procedures and practices.
 Inventory and order PPE with sufficient lead time for use when schools open.
 Provide access to mental health resources for transportation staff in crisis or under stress.
 Review employee medical records (19a files).
 Regularly inspect busses and other transportation vehicles for cleanliness.
 Enforce and communicate the self-screening program for staff before coming to work.
 Provide ongoing communication and feedback to staff on a regular basis.
Employees
 Self-screen before coming to work. Do not come to work if sick.
 Maintain social distancing.
 Wear an appropriate face covering that covers the mouth and nose when social distancing
measures cannot be maintained and at all times on the school bus.
 Use all chemical cleaners and disinfectants in the manner recommended by the manufacturer
and your supervisor.
 Wear all required PPE when cleaning and using chemicals.
 Wash hands regularly with soap and water for at least 20 seconds. If soap and water are not
readily available, use an alcohol-based hand sanitizer containing at least 60% ethanol or 70%
isopropyl alcohol. Follow current rules regarding the use of hand sanitizer on buses and other
transport vehicles. Wash hands with soap and water as soon as possible.
Transportation Office
 The office will be rearranged to have one-way traffic in through the front door and out through
the garage door. This will allow for physical distancing to punch in and receive keys.
 Hand sanitizer will be provided in the office by the time clock.
 Upon punching out of each run (AM and PM), each driver will turn in their sign off sheets
including attesting to protocols, attendance sheets and any other required paperwork.
[43]
Students on Transportation
Children on the Bus
 Children will sit one (1) child per seat as denoted in the following diagram.
 Siblings or those that live in the same household will sit together.
 Decals will indicate where students may sit and to mark six-foot distances in aisles.
 Students will wear face coverings while in transit. Those who cannot wear a mask for medical
reasons will receive a separate transportation plan.
o This plan will include a separate bus route with students spaced 6 feet apart or
individualized transportation at alternative times.
 Each bus will contain a supply of disposable masks. If a student arrives to the bus pickup
location without a mask, one will be provided prior to the student boarding the bus.
 The District will remind students/parents/guardians that social distancing requirements extend
to the bus stop.
Loading/Unloading & Pickup/Drop-off

 Students will be loaded in sequential route order. First student on the bus sits in the back, when
going to school, last student off sits in the back when going home from school.
 Dismissal times will be staggered to promote social distancing.
 Each building will implement a tiered boarding group system to allow for sequential loading of
the bus and to ensure social distancing during dismissal.
Transporting to BOCES
 The District will keep a log of attendees on the trip in both directions from the BOCES building.
Upon request, the District will supply the log of passengers in addition to cleaning logs in the
event BOCES must assist in contact tracing due to exposures either at the BOCES buildings, or
during transportation.
Special Education Considerations

 The District may implement multiple bus runs for some of its smaller vehicles to ensure social
distancing.
 The District will communicate additional COVID-19 accommodations for individual students to
its contract service provider.
Protocols Once Students Disembark from Transportation

Students will maintain social distancing when they disembark from transportation. Students will
proceed to their assigned entrances at their respective schools.
[44]
Pupil Transportation Routing

The District will ensure routing maintains appropriate ridership on transportation. To achieve this, and
not require multiple runs (and thus adjusting school schedules), the District will require ridership levels
of approximately 30% (a 50% reduction from the 2019-20 school year) and will encourage parents to
transport children when possible. The District has created contingency schedules if more students
require transportation. While two plans are presented, there are a number of deviations from this plan
that can be implemented (ie: Middle/High School needs one run while Elementary needs two or only
several buses are needed for a second run…).
Baseline Plan
One Run Per Building
Middle/High School AM Run 6:35-7:20am
Disembarking 7:20-7:35am
Bus Cleaning 7:35-7:50am
Elementary School AM Run 7:50-8:35am

All Buses will be deep cleaned by custodial

staff during the school day
Middle/High School PM Run

Loading 2:10-2:15pm
Run 2:15-3:00pm
Bus Cleaning 3:00-3:15pm
Elementary School PM Run

Loading 3:15-3:20pm
Run 3:20-4:05pm
[45]
Modified Plan A will allow the District to transport up to 60% of students. This is the ridership level the
District typically experiences in a typical school year.
Modified Plan A
Two Runs Per Building
Middle/High School AM Run #1 6:35-7:20am
Middle/High School AM Run #2 7:40-8:10am

Elementary School AM Run #1 8:30-9:15am

Elementary School AM Run #2 9:35-10:05am

All Buses will be deep cleaned by custodial staff during the

school day
Middle/High School PM Run #1

Loading 1:20-1:30pm
Run 1:30-2:15pm
Middle/High School PM Run #2

Loading 2:25-2:35pm
Run 2:35-3:05pm
Elementary School PM Run #1

Loading 3:15-3:25pm
Run 3:25-4:10pm
Elementary School PM Run #2

Loading 4:20-4:30pm
Run 4:30-5:00pm
[46]
Social & Emotional Well-being
 Continue to implement and monitor our district-wide and building-level comprehensive

developmental school counseling program.
 Continue to provide resources and referrals to address mental health, behavioral, and emotional
support services and programs.
 Continue to provide professional learning experiences for staff n how to talk with and support
students during and after the ongoing COVID-19 public health emergency, as well as provide
supports for developing coping and resilience skills for students and staff.
Tribes Learning Communities

The District will continue to implement Tribes Learning Communities approach to support the healthy
and whole development of every child so that each student develops the resiliency to be their best self
and do their best work in school, in life, and beyond. Through Tribes Learning Communities engage
teachers, administrators, students, and families in working together as a learning community that is
dedicated to caring and support, active participation, and positive expectations for all students.
Mental Health and Trauma-Responsive Practices

Adverse childhood experiences (ACEs) and trauma can have a negative impact on young people’s social
emotional well-being, and consequently, their capacity to learn. Students and adults are grappling with
new and exacerbated traumas that can have far-reaching impacts on health and educational outcomes.
In addition, anxiety and depression may present or worsen in response to these additional stressors and
traumas.
Trauma-responsive practices help shift negative reactions to inappropriate student behavior to

thoughtful responses that consider the root causes of behavior and help to support individual student
needs to address those causes.
The District currently participates in the Genesee Valley BOCES Trauma, Illness and Grief cooperative
service.
[47]
Multi-tiered Systems of Support (MTSS)
Pupil Personnel Services (PPS) Roles within MTSS

The building principals have established Pupil Personnel Teams. The teams consist of:
 Building Principal
 School Psychologist
 School Counselors
 Licensed Clinical Social Worker
 School Nurse
 School Resource Officer
 Child Protective Service Workers (By invitation)
 Probation Officers (By Invitation)
The team meets weekly to discuss tiered interventions and supports for students.
At the Tier 1 level, the school counseling/social work department implements strategies to support the
learning environment for everyone in the school community.
At the Tier 2 and 3 levels, the school counseling/social work department provides targeted interventions
and supports for groups and individual students.
[48]
Social Emotional Learning (SEL) and Transformative SEL

Technical Assistance Centers
 NYS Community Schools Technical Assistance Centers - These regional centers provide technical
assistance, professional learning, and communities of practice around family and community
engagement, collaborative leadership, expanded learning, and integrated student supports.
 NYS Mental Health Education Resource & Training Center - Offers support to schools around
mental health instruction, including assistance to identify resources and develop lesson
plans/curriculum, develop and implement plans for professional development, establish
community partnerships and services, and engage and support families.
 NYS Safe and Supportive Schools Technical Assistance Centers - Schoolwide SEL helps students
excel academically, build stronger relationships, and lead happier, healthier, more fulfilling lives.
Supporting Young People and Families

 Memo RE: Resources for Mental Health and Talking to Young People About COVID-19 – NYSED
 New York State Parent Portal - The Parent Portal includes tips for staying safe and healthy as
well as ways to have fun during self-isolation. Other resources include parenting in a pandemic,
activities to do inside and outside, such as participating in daily video chats with families,
recording yourself reading a favorite book or message, and more.
 Talking to Children About COVID-19 (Coronavirus): A Parent Resource - National Association of
School Psychologists
 A Trauma-Informed Approach to Teaching Through Coronavirus - National Child Traumatic
Stress Network
 Addressing Grief and Addressing Grief: Tips for Teachers and Administrators- National
Association of School Psychologists
 Coalition to Support Grieving Students - provides resources to school communities in the
ongoing support of their grieving students
 When School Starts Back: Supporting Grieving Students During a Pandemic – webinar series with
Dr. David Schonfeld presented by the Georgia Department of Education
 How can educators and families support students’ mental health and social emotional needs? -
Institute of Education Sciences
Self-Care
 CDC Guidance for Managing Stress and Anxiety – Tips for supporting adults during a crisis
 SAMHSA: Coping With Stress During Infectious Disease Outbreaks – Fact sheet on the signs of
stress in yourself or others
 CDC Guidance for Emergency Responders - Tips for taking care of yourself as an “emergency
responder” during this time
Supporting Adults
 SEL Signature Practices Playbook – CASEL offers protocols for use during team meetings to
“check-in” on emotions and set the stage for shared learning and work
 National Child Traumatic Stress Network: Coping with Stress – For use in supporting your team
to support field-based teams
 Advancing Adult Compassion Resilience: A Toolkit for Schools from WISE Wisconsin and Rogers
InHealth - This toolkit offers information, activities, and resources for school leadership and staff
to understand, recognize, and minimize the experience of compassion fatigue and to increase
compassion resilience perspectives and skills
[49]
Online Learning
 A New Realm: IFSEL’s Tips for Distance Learning - The Institute for Social and Emotional Learning
has a number of ideas and practices specifically designed to help teachers navigate online
teaching, but can easily help parents encourage SEL with their students.
 Taking School Online with a Student-Centered Approach - Facing History and Ourselves provides
resources for navigating new technologies and ways of teaching during an immensely
challenging and uncertain time in our communities, when students’ (and teachers’ own) social-
emotional needs are just as critical as academic goals.
Supporting School Transitions

 Leveraging the Power of Social and Emotional Learning as You Prepare to Reopen and Renew
Your School Community - In response to COVID-19, school leaders can take action now using
CASEL’s guide to co-create supportive learning environments where all students and adults can
enhance their social and emotional competencies, feel a sense of belonging, heal, and thrive.
District Resources
 CASEL’s District Resource Center - The District Resource Center helps school districts make social
and emotional learning (SEL) an integral part of every student's education. Find research,
knowledge, and resources curated from school systems across the U.S. to support high-quality,
systemic implementation of SEL.
 The CASEL Guide to Schoolwide Social and Emotional Learning - Schoolwide SEL helps students
excel academically, build stronger relationships, and lead happier, healthier, more fulfilling lives.
Additional Resources
 Social Emotional Learning Benchmarks, Guidance, and Resources from the New York State
Education Department
 Teaching Tolerance - Speaking Up Against Racism Around the New Coronavirus
 America’s Promise - A compilation of resources from America’s Promise Alliance
 The Collaborative for Academic, Social, and Emotional Learning - CASEL has curated a helpful list
of guidelines and resources for parents, caregivers, and teachers to promote SEL while schools
are closed.
 The National Association of School Psychiatrists - health crisis resources
 Resources for Schools and Districts Responding to the COVID-19 Crisis - REL Northeast & Islands
 Children’s Institute - The Children’s Institute offers a list of resources to help parents alleviate
children’s stress over school closures and another set of resources with activities for children,
both on and offline.
 New York State Network for Youth Success - resources the Network has been curating regarding
the COVID-19 pandemic
[50]
Culture of Care
We are deeply committed to ensuring that everyone moves forward each day. We know from
experience and common sense that this requires us to consistently cultivate a culture of care through
high expectations and unwavering support. It continues to be increasingly clear through advances in
brain science that the way we all learn best is within a supportive, safe learning experience which allows
our brain to access the “thinking” parts of our brain rather than being in self-protecting states where the
“reacting” parts of our brain are activated. We know that when pursuing a culture of care that fair isn’t
always equal. We know that at times, in fact, we need to ensure that those students who may need
more supports to succeed are going to require us to be flexible, responsive, and extend more grace than
may seem reasonable in the moment.
In considering, Simon Sinek’s “What’s your why?” framework, we’re committed to this pursuit because
we believe that:
 there is no learning and growth without being in a connected and valued relationship with one
another;
 everyone CAN and therefore, should be provided a pathway to move forward each day;
 cultivating and sustaining a culture that supports and challenges each of us to be our best selves
and do our best work requires us to align our policies, processes, and practices within a culture
of care.
Restorative Practices
Within our Culture of Care, we’ve been learning and growing in pursuing NYSED recommended training
for Restorative Practices. Regardless of which restorative practice that may be used to address an
incident of misconduct, each practice is based upon students’ voluntary participation, willingness to take
responsibility for one’s actions, and readiness to repair harm so that the students involved and the
school community as a whole can move forward feeling safe and respected.
Community Building Circles: Community building circles provide a forum through which
students can bond with one another and with caring adults. As a prevention strategy, the circle
process enables a group to get to know one another, build relationships, establish
understanding and trust, create a sense of community, learn how to make decisions together,
develop agreements for the mutual good, and resolve difficult issues, etc. Especially important,
when schools use the circle process with adults in the school community, the practice provides a
vital opportunity for school personnel and parents to build relationships with one another.
Collaborative Negotiation: Using the collaborative negotiation process enables an individual to

talk through an issue or conflict directly with the person with whom they disagree to arrive at a
mutually satisfactory resolution. Training in collaborative negotiation includes learning active
listening and other conflict resolution communication skills.
Restorative Circles: When used as an intervention measure to address inappropriate student behavior,
restorative circles empower community members to take responsibility for the well-being of others;
prevent or deal with conflict before it escalates; address underlying factors that lead youth to engage in
inappropriate behavior and build resiliency; increase the pro-social skills of participants, particularly
those who have harmed others; and provide wrongdoers with the opportunity to be accountable to
those they have harmed and enable them to repair the harm to the extent possible. A circle can also be
used in response to a particular issue that affects the school community.
[51]
Formal Restorative Conference: A trained facilitator brings together individuals who have
acknowledged causing harm with those who have been harmed. Both sides may bring supporters to the
circle who have also been affected by the incident. The purpose of the conference is for the harm-doer
and the harmed to understand each other’s perspective and come to a mutual agreement that will
repair the harm as much as it is able to be repaired.
Additional Prevention and Intervention

To build upon Livonia Central School District’s ongoing efforts in safety and security, the district has
programs and initiatives in place at some or all of the District schools. These measures will enhance the
district’s safety plans, including:
● TRIBES Agreements
● Behavior Interven on Team for Threat Assessment
● Fire Safety/Preven on Instruc on in accordance with new guidelines
● Posi ve Behavioral Interven ons and Supports (Restora ve Jus ce)
● Anonymous repor ng
● Safety Audit
● Trauma, Illness and Grief (TIG) Teams
● Visitor Management System
Mental Health Safety Plan

You should know:
 The warning signs for mental health problems (SafeTalk Training).
 Whom to turn to, building administrator or counselor, if you have questions or concerns about a
student’s
 District use of Student Safety Plan and Student Support Plans
How to access crisis support and other mental health services:

Staff is trained throughout Livonia Central School District in the prevention, identification, and response
to mental health disorders. You can access crisis support through the counseling office in each school
building or by contacting your building administrator.
[52]
What Educators Should Look For in Student Behavior:

Consult with a school psychologist, social worker, counselor, nurse, or administrator and the student’s
parents if you observe one or more of the following behaviors:
● Feeling very sad or withdrawn for more than two weeks
● Seriously trying to harm oneself, or making plans to do so
● Sudden overwhelming fear for no reason, some mes with a racing heart or fast breathing
● Involvement in many ﬁghts or desire to badly hurt others
● Severe out-of-control behavior that can hurt oneself or others
● Not ea ng, throwing up, or using laxa ves to make oneself lose weight
● Intense worries or fears that get in the way of daily ac vi es
● Extreme diﬃculty concentra ng or staying still that puts the student in physical danger or
causes problems in the classroom
● Repeated use of drugs or alcohol
● Severe mood swings that cause problems in rela onships
● Dras c changes in the student’s behavior or personality
An action plan will be developed in response to a referral regarding any of the above concerns. This plan
may include immediate crisis response or a more developed and incremental plan to support a student
who demonstrates these behaviors by implementing behavioral strategies, and/or connecting the youth
and family with in-district and out-of-district supports.
Prevention/Intervention Strategies: Student-Staff Communication

Livonia School District is committed to supporting the mental health of all students in the classroom and
school, not just individual students who may exhibit behavioral issues. Efforts to care for the emotional
wellbeing of children and youth extend beyond the classroom and into the entire school. Our school-
based mental health program focuses on promoting mental wellness, preventing mental health
problems, and providing treatment. In the Livonia Central School District we use Tribes Learning
Communities to develop inclusion and community. Students and staff communicate through morning
shows and announcements, co-curricular programs, and individual and group counseling.
Tipline: As a district, we strive to provide a safe, supportive environment free of violence, harassment,
bullying or discrimination.
As you have heard, it is important to say something if you hear or notice something that is not right.
There are occasionally times when students, parents or community members would like to provide
information to a school but hesitate. We understand that, and want to let you know Livonia has invested
in a Tipline service : a 24-hour confidential reporting service to help keep our students safe. The tipline
can be accessed on our district app. It is important that we all do our part to keep our schools safe -- if
you notice something, say something. If you are unsure whether it should be reported or want to make
an anonymous tip, please utilize the tipline -- you play a key role in our school’s safety plan -- as always,
please remember, If you see something, say something .
[53]
Effective programs:
● Promote the healthy social and emo onal development of all children and youth
● Recognize when young people are at risk for or are experiencing mental health problems
● Iden fy how to intervene early and appropriately when there are problems
Trauma, Illness and Grief (TIG): The Consortium on Trauma, Illness and Grief has trained approximately
staff members of the Livonia School District, to include building and district level administrators. The
district’s Response to Trauma, Illness and Grief Manual addresses appropriate responses to a variety of
crisis. The crisis range across four levels with examples and guidelines to address each level. Checklists
and other pertinent forms are provided in the manual to follow procedures, document incidents and
debrief crisis situations. Resources are provided to assist in the communication to students and families
during and after a crisis. As a participating district of the consortium Livonia signs a Memorandum of
Understanding to provide and receive designated back-up response from neighboring districts, in the
event that additional support is needed to address a crisis.
Threat Assessment Team : The threat assessment team consists of members of our administrative team
and counseling department in partnership with the Livingston County Sheriff's Office and the Livingston
County Mobile Mental Health Team. Cases referred can include students, parents or other community
members who pose a threat to our school community.
The goal of the team is to engage the student and family in a preventative process to access necessary
resources to support healthy decision-making and mental health. Law enforcement members are active
in engaging the family in a positive relationship and assisting with the monitoring of resources and
safety inside and outside the school day. The intent is not to prosecute, but to intervene before a
student or community member engages in a criminal act or carries out a threat.
Dignity for All Students Act (DASA)

Livonia Central School District is committed to providing a safe, supportive environment free from
discrimination, intimidation, taunting, harassment, and bullying whether in the classroom, on school
property, on a school bus and/or at a school function. The District encourages the involvement of staff,
students, parents and community members in the implementation and reinforcement of the Dignity for
All Students Act (DASA). If a student believes him/her or someone else, has been the target of
harassment, bullying--including cyberbullying--or discrimination, allegations can be reported by
accessing the tipline on the district website and social media app.
[54]
Adult SEL & Well-being
LCS has mandated the following SafeSchools training for all staff:
 Student Mental Health (Full Course)
 Suicide Safety for Teachers
The School Counseling and Social Work Department will provide training for District staff in the following
areas:
 Models of quarantine and why peers and/or staff may be absent for days or weeks
 Realistic guidelines for teachers to limit pressure of curriculum
 Appropriate responses to anxiety
 Hotline trainings and/or clear understanding what crises may rise to that level of intervention
 LCS Tip Line is an anonymous reporting mechanism for school violence. It can be
located at the following link:
https://www.livoniacsd.org/site/Default.aspx?PageID=2165
 Social distancing and feelings of rejection and disappointment
 Self Care
Staff will be provided with Employee Assistance Program contact information and menu of supports.
Student SEL & Well-being

Staff have been directed to focus their summer curriculum and professional work on considering
students’ overwhelming anxiety as they reintegrate or come to school for the first time. Staff have been
directed to focus on relationship building and establishing classroom communities.
Students will be provided instruction in the following areas:

 Models of quarantine and why peers and/or staff may be absent for days or weeks
 Explicit instruction on who the available staff is if students are feeling like they need help.
 Ensuring students know PPE is available and provided by the District in the event they do not
have or forgot their personal PPE.
 Why Peers may be Exempt from PPE
 Social distancing and feelings of rejection and disappointment
 Self-Care
 Social Stories
Using Data for Continuous Improvement

Intervention data will be collected and analyzed by Pupil Personnel Teams, and the Administrative
Team. The School Counseling/Social Work Department may be asked to present data to the Board of
Education.
[55]
School Schedules
 Maximize the opportunity for safe in-person instruction by decreasing density and congregation
in school facilities and on school grounds.
Teacher Workday
Livonia Central School District will be able to maintain its instructional day within the confines of the
established teacher work-day. Livonia teachers are scheduled for 7 hours and 25 minutes between 7:20
am -3:20 pm.
Student Arrival Procedure

Students will be released from buses using a combination approach to decrease congestion.
Strategies that will be used include staggered release, using multiple points of entry, clearly
marked hallway directions, and 6 Ft. distance markers. Masks will be worn during the arrival
period unless medically prohibited.
Departure Procedure
Students will be released to buses in groups in order to decrease congestion. These groups will be
based on maintaining cohorts when possible, enabling the buses to be loaded from the back of the bus
to the front in order to limit exposure. Masks will be worn during the dismissal period unless medically
prohibited.
Bell Schedules
The bell schedule will be altered to minimize the number of students in the hallways. We will use
cohorts and/or staggered passing periods to ensure that there is at one quarter capacity in the hallways
and managed social distancing through the use of signage and adult supervision.
Career and Technical Education (CTE)

Livonia Central School District CTE students will be attending the Charles G. May Center Campus ALL DAY
on Thursdays and Fridays for in-person instruction and completing required digital learning either on-
campus in Livonia or at home.
[56]
Attendance & Chronic Absenteeism
 Implement, monitor, and adjust a mechanism to collect and report daily teacher/student
engagement or attendance regardless of the instructional setting.
 Continue to comply with all compulsory age student attendance requirements.
Attendance for Reporting Purposes

The District will use Schooltool for tracking in-person, hybrid and virtual learning attendance.
Student interactions/engagement are tracked using the following methods for attendance purposes:
 Call logs with parents/guardians and students.

 Email correspondence.
 Google Classroom assignment completion.
 Google Hangout participation.
 Classlink application log-in. This allows the District to track students' progress in online learning
platforms.
Attendance for State Aid Purposes

School districts report certain enrollment, attendance, and school calendar information through the
State Aid Management System (SAMS). While this data submission process differs from other
procedures, the underlying data provided should be consistent with all other attendance reporting and
requirements.
As discussed in the Budget and Fiscal Matters section of this guidance, the minimum annual
instructional hour requirement and 180 days of session requirement are also both reported through
SAMS. For both the 2019-20 and 2020-21 school years, school districts will be required to continue to
submit the same information through SAMS that has been required in previous years, namely aggregate
instructional days and hours, as well as daily calendars. Under regulatory changes adopted as an
emergency rule by the Board of Regents on July 13, 2020, school districts may be eligible to apply for a
waiver from the minimum instructional hour requirement for both the 2019-20 and 2020-21 school
years to the extent that “the district is unable to meet such requirement as a result of an Executive
Order(s) of the Governor pursuant to the State of emergency declared for the COVID-19 crisis, or
pursuant to Education Law §3604(8), as amended by Chapter 107 of the Laws of 2020, or reopening
procedures implemented as a result of the COVID-19 crisis.” Successful application of the waiver will
shield school districts from a reduction in aid for failure to meet the minimum instructional hour
requirement. However, the 180 days of session requirement is in statute, and for the 2020-21 school
year there are currently no statutory provisions that would allow a school district to provide fewer than
180 days of instruction over the course of the full school year.
[57]
Chronic Absenteeism
Extensive research indicates that missing ten percent of school days tends to be the “tipping point”
when student achievement declines. Chronic absence, or absenteeism, is defined as missing at least ten
percent of enrolled school days, which in New York State is eighteen days per school year, or two days
per month.
Classroom teachers, grade level and department chairpersons, building principals and the Director of
Learning are responsible for identifying students who are not participating. Interventions are scaffolded
as follows:
 Google Hangout/Meet to establish face-to-face contact.

 Phone call to parent/guardian.
 Email to student and parent/guardian.
 Home visitation (Exercising social distancing protocols)
When contact is established by the aforementioned parties, a plan is developed to overcome any
learning barriers. If students cannot access virtual instruction, hard-copy materials are delivered to
households and collected when assignments are completed.
Education Neglect
The District will collaborate with the Livingston County Department of Social Services when it has
questions regarding educational neglect. The Statewide Central Register of Child Abuse and Neglect will
only be contacted as a last resort. An allegation of educational neglect may be warranted when a
custodial parent or guardian fails to ensure a child’s prompt and regular attendance in school or keeps
the child out of school for impermissible reasons resulting in an adverse effect on the child’s educational
progress, or imminent danger of such an adverse effect.
Persons in Need of Supervision (PINS)

The District will collaborate with the Livingston County Department of Social Services when it has
questions regarding PINS and before taking action.
Under the Family Court Act Article 7, a PINS proceeding may, in certain circumstances, be initiated to
have a person under eighteen years of age, who does not attend school, is incorrigible, ungovernable,
habitually disobedient and beyond the lawful control of a parent, or other person legally responsible for
such child’s care, or appears to be a sexually exploited child, adjudicated by the Family Court as a PINS.
[58]
Technology & Connectivity
 Continue to actively understand, monitor, and mitigate any technology barriers to access
learning.
 Provide multiple ways for students to participate in learning and demonstrate mastery of
Learning Standards in Digital or blended models.
Students with 1:1 Devices

All students in grades UPK – 12 have access to District-owned devices.
Internet Access
Elementary School
During the spring we were able to identify any families in need of access to ensure that 100% of
students have “all the time” access to the internet at a sufficient level to participate in all learning
activities, at their places of residence..
Middle/High School
During the spring we were able to identify any families in need of access to ensure that 100% of
students have “all the time” access to the internet at a sufficient level to participate in all learning
activities, at their places of residence.
Teacher Home Access
During the spring we were able to identify all instructional staff in need of access to ensure that 100% of
teachers have “all the time” access to the internet at a sufficient level to facilitate learning activities, at
their places of residence.
Learning Management System
The District uses Google Apps for Education as its learning management system.
Technical Support
The District has directed parents/guardians to contact its Livonia Central School Help Desk for technical
support: lcshelp@livoniacsd.org or 585-346-4000 x1233. The District has a wireless network that
extends to its parking lots and some athletic fields. Parents/guardians may drive to the lot, park, and
students may access the wireless network using District devices while adhering to social distancing
protocols.
Professional Development
The District has adjusted its calendar to frontload its Superintendent’s Conference Days. Staff will be
provided with additional support from staff experts and time to develop Digital learning resources.
[59]
Learning Models
In-person
 Grades 3 - 12 bring Chromebooks back and forth to school.
 Pre-K – 2 take home when necessary.
 Internet and device monitoring by GoGuardian, Gaggle, iBoss and Google Apps for Education
admin console.
Digital
 All students bring home Chromebooks and are required to use them for schoolwork
admin console.
Hybrid
 Grades 3 - 12 bring Chromebooks back and forth to school.
 Pre-K - 2 take home when necessary.
admin console.
[60]
Teaching & Learning
 Implement, monitor, and adjust our continuity of learning plan for the 2020-21 school year with
preparation for face-to-face, in-person learning, digital learning 2.0, and hybrid learning models.
 Ensure that learning targets New York State Learning Standards.
 Remain committed to placing equity at the heart of all school decisions.
 Continue to provide aligned instruction with substantive interaction with an appropriately
certified teacher regardless of the delivery method.
 Continue to maintain and frequently communicate how students and their families can contact
the school and teachers with questions about their learning or social/emotional needs.
 Ensure compliance with all regulations and public health guidelines for our Prekindergarten
offerings.
Initial Planning Considerations

It seems abundantly clear from various feedback sources that all of us wish we could return to school
safely and as close to as things were before we closed school on March 16, 2020. Unfortunately, that
understandable desire isn’t an option for consideration in our planning for this upcoming school year. In
our stakeholder survey, Face-to- Face, In-person received the most initial support with nearly 50% of
respondents indicating that would either absolutely or pretty sure be there choice. Therefore,
throughout this planning process we’ve maintained a determined focus to make this option our
aspirational goal and do everything we can to comply with public health requirements and education
mandates to make choice an option for families .
[61]
Based on our current planning, we believe we have the capacity and ability to offer a choice to all K-12
families of either Face-to-Face, In-person Learning or a Digital Learning 2.0 option to start the upcoming
school year. (Pre-Kindergarten will ONLY be offered Face-to-Face, In-person.) Each family will be asked
to convey their student specific choice through a “registration” process initiated if the Governor
determines that schools can reopen (at or around August 7/8?). Based on the outcome of this
registration process, we will determine if we are able to maintain the capacity and ability to keep these
two options (thus, avoiding the Hybrid Learning Model for all grades).
Learning Models Overview

There are 4 main categories for learning that we’ve considered for the upcoming school year to address
public health requirements, state education mandates, and be responsive to all stakeholders.
Face-to-Face,
Digital Periodic Hybrid
In-Person
Learning 2.0 Closures Learning
Learning
How do we reflect How do we return How will we If the situation
to learn about our to as normal as prepare for requires a hybrid face-
past experience to possible while potential multiple, to-face & remote
find greater success following public consecutive day learning experience,
moving forward? health guidelines? closures? which model will be
best for our students,
families, & staff?
[62]
Face-to-Face, In-Person Learning

 ALL students and staff will wear face coverings (unless medically excused) at all times unless
they are able to remain physically distant (6 feet) or if within established, approved physical
protective barriers
 Classroom layouts and class sizes will accommodate physical distancing (6 feet)/physical
protective barriers
 Regular cleaning will occur for high contact surfaces during the day and deeper cleaning will be
conducted following each school day.
 Each student will be provided a Chromebook for use during the day and at home (when
necessary). A blended learning approach will be encouraged (use of Chromebooks and digital
instruction within the classroom).
 Classroom professionals will limit the use of communal equipment. If communal equipment is
necessary, classroom professionals will clean and disinfect equipment between uses.
Current Room Schematics adhering to Public Health Requirements with physical distancing
(6ft)/physical protective barriers
[63]
Digital Learning 2.0

Learning from stakeholder feedback, we are planning for a different, improved digital experience than
we were able to mobilize in such a short and unexpected period of time this past spring.
Student Exchange – 55 participants, 27 thoughts, 254 Ratings
Top Thought: “If we are 100% online learning we still need to have the teachers teach us.
Maybe a set class time for both the teachers and students to log into. We need interaction
between students and teachers.”
All Results: https://my.thoughtexchange.com/report/37927f7550f3a51c5720013bae6e278f
Family Exchange - 219 participants, 226 thoughts, 6,828 Ratings
Top Thought: “Email communications sent to students should be sent to parents as well. Some
kids have not made checking email a habit yet. Including parents can help ensure necessary
communications are received.”
All Results: https://my.thoughtexchange.com/report/2bea914370bf8a9b803de5c9e04680b4
Staff Exchange – 41 participants, 26 thoughts, 481 Ratings
Top thought: “One very important thing to remember is, one size fits all does not work in
education. There is always growth to be had in this area when kids are in the building but
important not to lose sight of with on-line learning.
All Results: https://my.thoughtexchange.com/report/335a70b858167d187b653f6bc3a0aaa2
Based on the feedback from Thought Exchange and our Re-opening Task Force members, our Digital
Learning 2.0 experience will differ significantly from the emergency remote learning that ended our
school year. Some key considerations from the Thought Exchange and the Task Force members include:
Synchronous learning is important.
From Students: “Need live teaching.”
From Parents: “At least some lessons need to be synchronous!”
Synchronous learning needs to follow a regular school schedule as much as possible

From Students: “Live classes needs a schedule”
“I would like a schedule with Google Meets and office hours; not just
online work.”
From Staff: “There needs to be a regular school schedule with synchronous teaching!”
We will also focus efforts on professional learning that deepens teacher pedagogy and
expertise working in a digital environment as well as learning sessions for parents.
From Staff: “There needs to be more professional learning”
From Parents: “Need to set up families/students to be successful for online learning”
[64]
Hybrid Learning
Monday Tuesday Wednesday Thursday Friday

Cohort 1
@school @school @home @home @home
(Last Names A-L)
Cohort 2
@home @home @home @school @school
(Last Names M-z)
 Two (2) cohorts of students will be established (initially based on last name) but modifications
will be made to accommodate households with different family names and adjustments may be
made to meet capacity requirements.
 Cohorts will attend in-person instruction for two (2) days. One (1) cohort will attend for two (2)
days while the other cohort is learning at home.
 BOTH cohorts will pursue digital learning at home and communicate with teacher(s) on
Wednesday of each week.
Potential Hybrid Instructional Approaches

 Model 1 – Classes/sections may be live-streamed and, to the greatest extent practicable,
students will maintain the same schedule as if in-person.
 Model 2 – Focus on priority standards while in-person. While learning digitally, students are
engaged in independent learning activities aligned to priority standards.
Periodic Closures
 There is no doubt that this upcoming school year will present expected and unexpected
challenges as we all move through our ongoing public health challenges.
 Therefore please be prepared with contingency plans which may include the following period
closures under our current understanding of the public health requirements:
1. If your child(ren) present symptoms of COVID-19, they will be screened by our health
staff and may be sent home to see your primary care physician or until they are
symptom free (this may mean 3-10 days out-of-school).
2. If we experience a confirmed case of COVID-19 from a staff member or student who
your child(ren) encountered while at school, we may need to close a classroom or
potentially the entire school for an extended period of time (perhaps 3-10 days).
3. If our Finger Lakes Region experiences the 7-day average infection rate rise above 9%,
our understanding from the Governor is that school would be closed.
 Throughout this upcoming school year, please know that our aspirational goal is to maintain an
option for Face-to-Face, In-person learning for all those families that choose and for as long as
we are able. That being said, there certainly are various scenarios that could negatively impact
our ability to do so.
[65]
Pre-Kindergarten (Face-to-Face, In-Person ONLY)

All children are capable of learning, achieving, and making developmental progress through access to a
high-quality Prekindergarten program. It is essential the District create a plan for providing continuity of
instruction for in-person, Digital, and hybrid learning models.
Health and Safety Considerations

 Family style eating is prohibited due to social distancing and health and safety requirements.
Given the District’s program is three (3) half-day cohorts, the students do not eat lunch
together. Students do participate in snack breaks. During these breaks, students will be socially
distanced to maintain health and safety requirements.
 The pre-kindergarten classroom has an interior bathroom. The bathroom will be sanitized and
disinfected after each use. Students may also use common restrooms. In all instances, students
will be accompanied by adults to ensure proper handwashing protocols are followed.
 Given the District’s program is three (3) half-day cohorts, there is no need to sanitize and
disinfect napping materials.
 During center-based instruction, lessons will rotate rather than the students. Students will
continue to maintain appropriate physical distance during instruction.
Instructional Practices and Programming Considerations

 The District’s program will refrain from strategies and practices that encourage physical contact.
 While technology may increase distance learning options, there are many ways students can
continue learning that do not require access to a computing device. If students are required to
participate in a Digital learning option, the District’s program will limit screen time to promote
hands-on learning activities.
Budget and Fiscal Considerations

 The District is currently waiting for its 2020 – 21 universal pre-kindergarten grant allocation and
the NYSED’s 2020 – 21 universal pre-kindergarten grant application.
 When both the aforementioned items are released, the District will submit its application to
operate its universal pre-kindergarten program.
 The District has already obtained its collaborative partnership agreement with Annie’s Ark.
Staffing Regulatory Flexibility

 Instruction will be delivered by a certified teacher.
 The three (3) half-day sections will have eighteen (18) or fewer students. Therefore, the District
is required to have one (1) teacher and one (1) paraprofessional in the classroom
Cohorts Consideration
 The District’s three (3) half-day sections are independent cohorts.
Flexibility in Duration of Half-Day Programs

 At this time, we plan on running our standard half-day program schedule for Face-to-Face, In-
person ONLY students.
Prekindergarten/Kindergarten Screening Considerations

 The District will conduct pre-kindergarten screening.
 Students who have not participated in these processes may do so at the beginning of the school
year. The District has ensured appropriate health and safety measures throughout screening
processes.
[66]
Considerations for Volunteers, Visitors, and Service Providers

 During the COVID-19 public health crisis, volunteers and visitors will be prohibited in District
facilities.
 Outside service providers must adhere to the health screening protocols when delivering
services in the District’s facilities.
Elementary School Grades K – 5

Per Commissioner’s regulations, all students will receive instruction that is designed to facilitate their
attainment of the State learning standards. The District’s students will receive high quality rigorous,
standards-based instruction that will meet their academic needs and allow them to
attain the learning standards in all curricular areas.
Face-to-Face, In-person Model

 Class/section sizes will be created to accommodate social distancing (Six (6) feet of distance
between students or physical protective barriers).
 Students and staff will adhere to the District’s protocols regarding face covering requirements.
 To the greatest extent practicable, special area teachers (Art, Music, and Library) will move to
classrooms to limit cross-contact.
 Diagnostics will be delayed to allow students to adjust to their environments.
 A teacher of record will be assigned to students who are unable to attend for medical purposes.
Instruction for students who are unable to attend for medical purposes will be accomplished
through:
o synchronous Google Meets.
o Recordings watched via Google Classroom.
 Classroom professionals will be provided with cleaning and disinfecting materials to utilize
during the school day.
 Classrooms will be cleaned and disinfected by the Operations and Maintenance Department
during the second shift.
Digital Learning 2.0 Model

 A teacher of record will be assigned to students. Instruction for students will be accomplished
through:
o recordings watched via Google Classroom.
o asynchronous assignments with teacher support.
 Learning Materials and Content

o Paper textbooks, and other content
o Digital copies of textbooks
o Digital content and activities provided by the District, either free or subscription-based
o Online learning courses or course content modules
[67]
 Communication Tools
o Telephone and/or video calling
o Email
o Video conferencing
o Social media
o Website
o Learning Management System (Google Apps for Education)
Teacher and Student Interface
o Teacher office hours, virtually (online) via video conferencing and/or chat, and/or phone
o Scheduled teacher/student(s) check-ins, virtual (online) and/or via phone
o Asynchronous communication, feedback, and support via email or the Learning
Management System (Google Apps for Education)
 Instruction
o Hard copy (paper) instructional materials provided to students
o Instructional materials provided via technology, such as posted on a teacher website or
available through the Learning Management System (Google Apps for Education)
o Individual or small-group synchronous instruction facilitated using technologies such as
telephone or video conferencing.
o Large-group or whole class synchronous instruction facilitated using technologies such
as telephone or video conferencing.
o Recorded instruction disseminated through technology, including via podcast, dedicated
website, or Learning Management System (Google Apps for Education).
 Technology Access
o All teachers and students are provided with computing devices.
Hybrid Learning Model

 At this point in time, the Elementary School is not intending to offer a hybrid model for
students.
[68]
Middle/High School (Grades 6-12)

Per Commissioner’s regulations, all students will receive instruction that is designed to facilitate their
attainment of the State learning standards. The District’s students will receive high quality rigorous,
standards-based instruction that will meet their academic needs and allow them to
attain the learning standards in all curricular areas.
Face-to-Face, In-person Model

 Class/section sizes will be created to accommodate social distancing (Six (6) feet of distance
between students or physical protective barriers).
 Students and staff will adhere to the District’s protocols regarding face covering requirements.
 To the greatest extent practicable, special area teachers (Art, Music, and Library) will move to
classrooms to limit cross-contact.
 Diagnostics will be delayed to allow students to adjust to their environments.
 A teacher of record will be assigned to students who are unable to attend for medical purposes.
Instruction for students who are unable to attend for medical purposes will be accomplished
through:
o Recordings watched via Google Classroom.
 Classroom professionals will be provided with cleaning and disinfecting materials to utilize
during the school day.
 Classrooms will be cleaned and disinfected by the Operations and Maintenance Department
during the second shift.
Digital Learning 2.0 Model

 A teacher of record will be assigned to students. Instruction for students will be accomplished
through:
o recordings watched via Google Classroom.
o asynchronous assignments with teacher support.
 Learning Materials and Content

o Paper textbooks, and other content
o Digital copies of textbooks
o Digital content and activities provided by the District, either free or subscription-based
o Online learning courses or course content modules
 Communication Tools
o Telephone and/or video calling
o Email
o Video conferencing
o Social media
o Website
o Learning Management System (Google Apps for Education)
[69]
 Teacher and Student Interface

o Teacher office hours, virtually (online) via video conferencing and/or chat, and/or phone
o Scheduled teacher/student(s) check-ins, virtual (online) and/or via phone
o Asynchronous communication, feedback, and support via email or the Learning
Management System (Google Apps for Education)
 Instruction
o Hard copy (paper) instructional materials provided to students
o Instructional materials provided via technology, such as posted on a teacher website or
available through the Learning Management System (Google Apps for Education)
o Individual or small-group synchronous instruction facilitated using technologies such as
telephone or video conferencing.
o Large-group or whole class synchronous instruction facilitated using technologies such
as telephone or video conferencing.
o Recorded instruction disseminated through technology, including via podcast, dedicated
website, or Learning Management System (Google Apps for Education).
 Technology Access
o All teachers and students are provided with computing devices.
Hybrid Learning Model

 At this point in time, the Middle/High School is not intending to offer a hybrid model for
students.
Grades 7 – 12 – Units of Study

Per Commissioner’s regulations Part 100.4 and 100.5, all students shall be provided instruction designed
to enable them to achieve the State’s learning standards. These regulations outline specific time (unit of
study) requirements for various subject areas. The unit of study definition (180 minutes per week or the
equivalent) provides a framework for the instructional entitlement for our students in these grades. The
intention is to provide a mandated minimum amount of instruction (contact hours) a school must
provide in order to give students the opportunity to master a body of content in a certain subject.
The definition of a “unit of study” has been revised in Commissioner’s Regulations to further clarify what
may be considered in the design of such units of study.
 Unit of study means at least 180 minutes of instruction per week throughout the school year, or
the equivalent. Equivalent shall mean at least 180 minutes of instructional time for instruction
delivered in a traditional face to face model or through alternative instructional experiences,
including but not limited to through digital technology or blended learning, that represents
standards-based learning under the guidance and direction of an appropriately certified teacher.
Instructional experiences shall include, but not be limited to: meaningful and frequent
interaction with an appropriately certified teacher; academic and other supports designed to
meet the needs of the individual student and instructional content that reflects consistent
academic expectations as in-person instruction. Any alternative instructional experience must
include meaningful feedback on student assignments and methods of tracking student
engagement.
[70]
Units of Credit
The priority for the instruction is that which best prepares students to meet the learning outcomes for
the course. The design of the course, the selection of the curriculum, and the student expectations are
set locally by the District. Any student who achieves the learning outcomes for the course will be
granted the unit of credit for such course if applicable.
Science Laboratory Requirements

Per Commissioner’s Regulations, courses that culminate in a Regents examination in science must
include 1200 minutes of laboratory experiences. Due to the possibility of a hybrid or fully Digital model
of instruction as a result of COVID-19, the 1200-minute lab requirement can be met through hands-on
laboratory experiences, virtual laboratory experiences, or a combination of virtual and hands-on
laboratory experiences coupled with satisfactory lab reports for the 2020-21 school year. This laboratory
requirement is in addition to the course requirement and entitles a student to admission to a
culminating Regents Exam. The District is responsible for aligning laboratory experiences specific to
each science course; determining the mode or modes of instruction; and identifying a viable vetted list
of acceptable virtual labs or a combination of virtual and hands-on labs that a student would need to
complete for each science course that culminates in a Regents examination. Laboratory experiences will
be recorded as part of the District’s continuity of learning plan and records of satisfactory lab reports
will be maintained. Any student who has completed all laboratory experiences in accordance with
teacher expectations shall be deemed to have met the 1200-minute requirement.
Physical Education
Participating in Physical Education (PE) is important for our students’ health and well-being. Not only do
PE activities benefit students’ physical health, but research indicates regular physical activity improves
students’ mental health as well as contributes to academic success. School re-opening plans should
ensure that whether in-person, digital, or hybrid models are utilized, students should be participating in
physical activity under the direction and supervision of a certified physical education teacher to the
extent practicable. Understanding that hybrid schedules may limit face-to-face class time with a
certified PE instructor, such instructors should plan, to the best of their ability, a menu of learning
activities for students to engage in under the direction of their classroom teachers, other staff, or
independently.
Instruction
 To the greatest extent practicable, the District will continue to implement its physical education
plan.
 In order to satisfy the mandated minutes as specified in Part 135 of the Commissioner’s
Regulations for all three (3) instructional models, the District will incorporate the following
strategies into its PE instruction:
o Consider assigning tasks for at-home completion and then have students apply the
knowledge gained in the school setting (i.e., have students practice a skill at home and
then apply it during a class activity).
o In school, have students participate in individual physical activities (e.g., dance, yoga,
track and field, fitness stations) that comply with physical distancing guidelines and
require little or no equipment. When students are at home, have them focus on
activities for motor skill development (e.g., underhand throwing, self-toss and catch,
catching with a parent or sibling).
o Consider a flipped classroom approach where students first learn about a topic at home
and then come prepared to learn more about it in class (e.g., students watch a video
[71]
about lacrosse at home, then in school the teacher answers questions and teaches in
more depth).
o Consider switching from providing direct instruction to more of a student-directed
instruction approach (e.g., project-based learning or flipped classroom).
o Provide synchronous learning opportunities (distance learning that happens in real time)
as much as possible, but record lessons to provide to students who may not have access
in real time.
o Allow for optimal student choice and provide opportunities for students to engage with
teachers directly and often. This will be crucial to keep students motivated. Additionally,
students are more interested in seeing videos created by their own teachers than
shared videos created by other teachers.
Arts
In-person Instructional Considerations
Digital Learning 2.0 Considerations
 Classroom professionals will adapt their instruction to accommodate lack of materials in the
home environment.
Music
In-person Instructional Considerations
 Group size will be limited to ensure physical distance/physical protective barriers can be
provided within the public health requirements.
Digital Learning 2.0 Considerations
 Classroom professionals will adapt their instruction to accommodate lack of materials in the
home environment.
[72]
Career and Technical Education (CTE)

Genesee Valley BOCES Introduction
The Career and Technical Education Center (CTE) is dedicated to teaching students both industry and
work-readiness skills in a variety of technical areas, as well as support academic skills mainly in the areas
of Math, Science and English. In a blended learning environment, teachers will be on campus five days
per week. Students will follow the schedule outlined below.
In following a two day schedule students enrolled in programs that require hours for certification
will be assured that these hour can be met. Additionally, the academic credits that can be
earned by virtue of being enrolled in an approved CTE program will be preserved. This
flexibility to earn potentially up to three academic credits including Math, Science, English, PE,
and/or Health may prove to be a valuable tool to assist students meeting all CTE and academic
credit requirements for graduation.
For students in a Digital high school experience CTE teachers will use Google Classroom to connect, post
assignments, and give traditional assessments (tests and quizzes). Webex or Zoom will be used to
deliver real-time lessons. All students, whether learning virtually or in-person will take part in the live
lessons. Teachers will also provide recorded lessons for students to review as reinforcement, or if they
have missed a lesson. After the live lesson, students working virtually will complete work assigned
through the Google Classroom. Students on campus will work in shops/labs to gain hands-on
experience. Teachers will assess skill attainment at this time. Teachers will also reach out to industry
partners to provide demonstrations as well as assign real-life simulation activities provided through a
variety of career and technical education publishers. All assignments and projects will continue to align
with related technical assessments and industry certifications that will be completed while students are
on campus.
2020 – 2021 CTE Schedule Approximate Number of Students on

Districts Full Day attendance
Campus
Batavia Campus
Alexander
Batavia
Byron-Bergen
Batavia Campus - 337
Cal-Mum
Elba
Mondays & Tuesdays
Mt. Morris Campus-
Warsaw
Mt. Morris Campus- 300
Perry
Wayland
Geneseo
Avon
Letchworth
Batavia Campus
Attica
Leroy
Oakfield
Pavilion/Wyoming
Batavia Campus - 334
Pembroke
Notre Dame
Thursdays & Fridays
Mt. Morris Campus

Mt. Morris Campus-310
Dansville
Mt. Morris
Livonia
York
Keshequa
All Students/Districts Wednesday - Virtual 0 CTE students on campus

Learning/Planning, cleaning
and disinfecting.
[73]
Athletics and Extra-curricular Activities
Interscholastic Athletics
Per the NYDOH Guidance, interscholastic sports are not permitted at this time, and additional
information on athletic activities is forthcoming.
The New York State Public High School Athletic Association (NYSPHSAA) has established a COVID-19 Task
Force comprised of NYSPHSAA member superintendents, principals, athletic directors and executive
directors in addition to representatives from New York State Athletic Administrators Association and
State Education Department. The Task Force will provide guidance when New York high school student-
athletes are allowed to return to athletics. The task force is reviewing State and local health guidelines,
as well as NYSED guidance, regarding the 2020-2021 school year to determine, among other things, the
extent to which changes may be needed for each interscholastic sports season. The COVID-19 Task
Force will continue to review all aspects of the fall 2020 season and the 2020-2021 school year related
to the COVID-19 crisis, such as practice requirements; fan attendance; resocialization efforts; protocol;
procedures; transportation; etc.
The NYSPHSAA issued the following statement regarding the status of interscholastic athletics:
Extra-Curricular Activities
 All internal facility use requests (Inside the District’s buildings) are restricted to District-
sponsored activities only.
 External facility use requests (Outside the District’s buildings) are permitted for all
organizations/groups (District-sponsored and community) so long as the groups abide by the
District’s reopening plan and adhere to all local, regional, and state health and safety protocols.
 District-sponsored activities will receive preference when scheduling external facility use
requests.
 Only Board of Education appointed coaches and advisors may supervise District-sponsored
activities.
[74]
Special Education
 Continue to address the provision of FAPE consistent with the need to protect the health and
safety of students with disabilities and those providing special education and services.
 Continue to provide meaningful parent engagement in the parent’s preferred language or mode
of communication regarding the provision of services to his/her child to meet the requirements
of the IDEA.
 Continue to facilitate the committees on preschool special education (CPSE) and committees on
special education (CSE) and program providers to ensure there is an understanding of the
provision of services consistent with the recommendations on individualized education
programs (IEPs), plans for monitoring and communicating student progress, and commitment to
sharing resources.
 Ensure access to the necessary accommodations, modifications, supplementary aids and
services, and technology to meet the unique disability related needs of students.
 Continue to communicate the various programs and services offered in our continuum of
services approach to support all students.
Least Restrictive Environment (LRE)
LRE Documentation
Students with disabilities must have equal access to high-quality programs that are designed, based on
their individual needs and abilities, to enable them to achieve the desired learning results established
for all students. The Coordinators of Student Services will collaborate with special education team
members, including families, to ensure that students will maintain the least restrictive environment
during each phase of the 2020-2021 school year.
Students with disabilities will have a free and appropriate public education available to them throughout
the 2020-2021 school year. The Coordinators of Student Services will collaborate with special education
team members, including families, to ensure that the provisions of FAPE are consistent with changing
health and safety conditions.
Programming determination during the 2020-2021 school year will be a collaborative effort with, but
not limited to, one of more of the following:
 Coordinator of Student Services
 Special Education Teacher
 General Education Teacher
 Parent/Guardian
 Related Service Provider(s)
[75]
IEP Implementation
Until schools return to normal operating conditions, the same flexibility with respect to IEP
implementation for delivery of services during school closures due to the COVID-19 outbreak continues
to apply to the programs and services whether delivered in-person and/or Digitally (e.g., flexibility with
respect to the mode and/or manner; group or individual sessions; specific group size for related
services, frequency, duration and location of related services, and special class size ratio etc.).
Special Education Students will each have an individualized continuation of learning plan for 2020-2021
school year. This plan will ensure continuity between in-person and hybrid learning. The individualized
continuation of learning plans will include the necessary related and special education services,
accommodations, modifications, supplementary aids/services, and technology needs that will be in
place during both in-person and remote settings.
Communication
All determinations will be communicated in a timely and confidential manner. The Coordinators of
Student Services will communicate regarding instructional plans for the 2020-2021 school year with all
families of special education students, including students who attend out of district placements or
receive preschool services.
Provision of Services
Consistent with previously issued OSE guidance, the District will ensure that, to the greatest extent
possible, each student with a disability can be provided the special education and related services
identified in the student’s IEP. During the 2020-21 school year, due to the health and safety
requirements that must be in place when schools resume, schools may not be able to provide all
services in the same mode and/or manner they are typically provided. When determining the extent to
which programs and services will be provided, the district will continue to utilize the information
included in NYSED’s Office of Special Education (OSE) guidance documents, New York State Executive
Orders, New York State Executive Orders, New York State Department of Health guidance and current
information released by the United States Department of Education (USDE).
When providing Digital services, the District will continue to use the information included in OSE’s
March 27, 2020 and April 27, 2020 guidance documents.
Progress Monitoring
Teachers and service providers will continue to collect data, whether in-person or remotely, and use the
data to monitor each student’s progress toward the annual goals and to evaluate the effectiveness of
the student’s special education services. Progress monitoring will occur 4 times per year in the
elementary school and 6 per year at the MHS. Progress notes will be sent to families both digitally and
by mail at the conclusion of each measuring period.
Compensatory Services
During the school closure due to the COVID-19 pandemic, schools were required to provide FAPE
consistent with the need to protect health and safety. As a result of the school building closures,
students may have experienced a loss of skills (despite best intentions, efforts and creative solutions
when providing educational programs and services). In these circumstances, the Livonia CPSEs/CSEs
must make an individualized determination whether and to what extent compensatory services are to
be provided once school reopens; how those services will be provided in conjunction with the District’s
reopening plan and continue if the school must close again over the next school year.
[76]
Partnership and Collaboration to Reflect All Settings Where Students are Served
District administration participates in annual visits to its off-site special education placements. The
purpose of these visits is to thoroughly understand the instructional programming and environments in
which ours students are learning. To the greatest extent practicable, the District will continue this
practice.
The District will monitor, review and provide comment on all off-site continuity of education plans.
Regular communication will continue with off-site program personnel regarding but not limited to
transportation, continuity of learning plans, related services, progress monitoring, PPE needs,
technology needs and IEP’s/FBA’s/BIP’s.
Referrals and Evaluations

Prior to making a referral for special education, school districts are required to take into consideration
all factors that have influenced the student’s progress during school due to COVID-19. A referral may not
be warranted if the reason for the change is due to school closures and a change in the provision of
services. Initial and reevaluations will continue within mandated timelines, but may be completed
virtually due to health and safety concerns. CPSE/CSE/504 meetings will continue to be held virtually
until further notice to maintain social distancing requirements.
Student Services In-person Model K-12

 Related service providers will collaborate with classroom teachers for scheduling push-in and
pull-out sessions.
 Students will receive instruction in social distancing and PPE.
 Students with sensory needs may require alternative PPE.
 Classroom and related service settings will ensure social distancing (Six (6) feet or barriers).
 Classroom and related service settings will be provided necessary PPE and cleaning and
disinfection supplies for their instructional spaces.
 Therapy items may be limited due to cleaning/disinfection requirements.
 Testing materials, porous items, and shared items will be cleaned and disinfected.
 Material barriers, transparencies, gloves, and photocopies will be used to minimize risk of
spreading germs.
 Students with disabilities will receive instruction in a cohort of students whenever possible in
order to reduce contact with a large number of people throughout the day.
 Related services will be conducted within the classroom as much as possible to ensure safety of
students and staff by less travel in building and larger space for physical distancing.
 Flexibility of arrival and dismissal times for students who receive special transportation per their
IEP/504 will be needed due to health and safety requirements on vehicles.
Student Services Digital Model K-12

 The need for technology and access to the internet will be monitored.
 Digital learning model will include use of Google Classroom, tele-therapy and paper formats (as
needed). Care will be given to family preference and ability to support the digital learning
model.
 The remote model will provide a consistent schedule of synchronous and asynchronous learning
opportunities that supports the needs of individual students.
 Resource Room will be provided in the digital learning model.
 Related Services will be provided through Teletherapy while in the digital learning model.
[77]
Bilingual Education & World Languages
 Complete the ELL identification process and instructional Units of Study as required.
 Continue maintaining communication with ELLs students and families in their preferred
language and mode of communication.
Initial Identification of Potential ELLs

NYSED has approved temporary emergency regulatory changes to the ELL identification process to
address the backlog of newly enrolled students who need to complete the ELL identification process
mandated by Part 154- 2.3(a) at the commencement of the 2020-21 school year.
 Qualifying schools that reopen using in-person instruction or blended/hybrid instruction will be
required to complete the ELL identification process within 30 school days of the start of the
academic school year for all students who enrolled during COVID-19 school closures in 2019-20,
as well as all students who enroll during summer of 2020 and during the first 20 school days of
the 2020-21 academic school year. After this 20- day flexibility period, all schools that reopen
using in-person or hybrid instruction will be expected to complete identification of ELLs within
the required 10 school days of initial enrollment for all students pursuant to Commissioner’s
Regulations Part 154, including the ELL screening, identification, and placement processes. The
initial screening process should be followed in person for new entrants following the district’s
safety protocols to ensure compliance with the Governor’s Executive Orders and Center for
Disease Control (CDC) health and safety guidelines after commencement of regional reopening.
Units of Study for English as a New Language (ENL) and Transitional Bilingual Education (BE) Programs
Units of Study for English as a New Language (ENL) and Transitional Bilingual Education (BE) Programs
All ELLs must be provided the required instructional Units of Study in their ENL or BE program based on
their most recently measured English language proficiency level as evidenced in their most recent
NYSESLAT or their NYSITELL assessment during in-person or hybrid learning. Former ELLs at the
Commanding level of proficiency within two years of exiting ELL status are to continue receiving Former
ELL services in the form of Integrated ENL or other Former ELL services approved by the Commissioner
under Part 154-2.3(h) during in-person or hybrid learning.
Communications and Language Access

All communications for parents/guardians of ELLs must be in their preferred language and mode of
communication. The District will, to the greatest extent practicable, provide interpretation and
translation through a qualified interpreter/translator in the preferred languages.
Professional Learning for Educators

The District does qualify for, and has received a “School District Waiver CR Part 154 Professional
Development Requirements Specific to English Language Learners (ELLs).”
Professional Certificate Holders in the Title of English to Speakers of Other Languages

The Livonia Central School District is a member of the Mid-West Regional Bilingual Education Resource
Network (Mid-West RBERN). The District currently sends it Teacher of English to Speakers of Other
Languages (TESOL) to Mid-West RBERN professional development offerings. The TESOL teacher will also
participate in regional professional development offerings hosted by the Genesee Valley Educational
[78]
Partnership. The District will monitor the TESOL teacher’s professional development participation with
Frontline (formerly MyLearningPlan). This will ensure teacher’s professional development is in language
acquisition aligned with the core content area of instruction taught, including a focus on best practices
for co-teaching strategies, and integrating language and content instruction for English language
learners.
All Other Holders of Professional Certificates in Classroom Teaching Service

Languages (TESOL) to Mid-West RBERN professional development offerings. The TESOL teacher will
turnkey essential professional development for other holders of professional certificates. District
teachers will also participate in regional professional development offerings hosted by the Genesee
Valley Educational Partnership. The District will monitor professional certificate holders’ professional
development participation with Frontline (formerly MyLearningPlan). This will ensure professional
development in language acquisition addressing the needs of English language learners, including a
focus on best practices for co- teaching strategies, and integrating language and content instruction for
such English language learners.
Level III Teaching Assistants

Languages (TESOL) to Mid-West RBERN professional development offerings. The TESOL teacher will
turnkey essential professional development for teaching assistants. District teaching assistants will also
participate in regional professional development offerings hosted by the Genesee Valley Educational
Partnership. The District will monitor professional certificate holders’ professional development
participation with MyLearning Plan. This will ensure professional development clock hours in language
acquisition addressing the needs of English language learners and integrating language and content
instruction for such English language learners.
Progress Monitoring
The District will utilize sample NYSESLAT Resources and Materials to progress monitor its students and
determine the best course of study for individuals. Resources may be found at:
https://www.engageny.org/resource/overview-new-york-state-english-a-second-language-
achievement-test-nyseslat.
Educational Technology
OBEWL has created a Resource Collection for ELLs and World Language Students to support educators in
adapting and developing lessons and units of study to meet the needs of ELLs at all levels of proficiency
and develop appropriate scaffolds for use in the virtual classroom. In addition, the Regional Bilingual
Education Resource Networks (RBERNs) have created a repository of professional learning videos,
known as RBERN on Demand, which includes a section on technology integration for ELLs.
[79]
Students with Interrupted/Inconsistent Formal Education (SIFE)

NYSED has approved a temporary emergency regulatory change that time out of school due to COVID
closures do not count toward the 12 months that SIFE may be enrolled in US schools prior to initial
identification as a SIFE pursuant to Part 154-2.2(y), regardless of whether they were engaged in Digital
schooling during that time.
NYSED recognizes the complex additional educational needs of SIFE and has created and provided
numerous resources to guide and support educators in addressing the unique needs of these students.
Tools, resources, and strategies for supporting and scaffolding instruction for SIFE identified in previous
guidance for districts to utilize during COVID-19 closures remain relevant and useful to support SIFE
instructional needs during and after the transition to reopen schools in 2020-21.
Emergent Multilingual Learners (EMLLs) in Prekindergarten

The EMLLs profile process allows prekindergarten programs to assess the home language exposure of
children in Prekindergarten. EMLLs are identified by the Profile as having exposure to a language other
than English but are not assessed for English proficiency (which occurs in kindergarten when the ELL
identification process is conducted).
[80]
Family Partnerships and Communication

All communications for parents/guardians of ELLs must be in their preferred language and mode of
communication. The District will, to the greatest extent practicable, provide interpretation and
translation through a qualified interpreter/translator in the preferred languages.
Culturally Responsive-Sustaining Education Framework

NYSED has created the Culturally Responsive-Sustaining (CR-S) Education Framework to help educators
create student-centered learning environments that affirm racial, linguistic and cultural identities,
prepare students for rigor and independent learning, develop students’ abilities to connect across lines
of difference, elevate historically marginalized voices, and empower students as agents of social change.
The Framework provides guidelines that address contributions to be made by multiple stakeholders—
including teachers, administrators, students, and community partners—in developing a strong CR-S
education. Districts are encouraged, to the greatest extent possible, to continue to apply the principles
of the CR-S Framework in planning for the reopening of schools in 2020-21.
Teacher & Principal Evaluation System
 Comply with Education Law 3012-d by fully implementing our currently approved APPR plans in
each school year.
Certification, Incidental & Substitute Teaching
 Comply with Education Law 3001 by employing staff with appropriate and valid certificates.
[81]
Budget & Fiscal Responsibility
Economic Overview
Both the national economy and New York State’s economy have been dramatically impacted by the
COVID-19 crisis and the various mitigation efforts that have been undertaken since March 2020. What is
still unknown is the extent to which the impact will improve or worsen, how long it will last, and which
sectors of the state economy will be most severely impacted.
It is important to understand the fundamentals of education finance policy in New York State to develop
the most responsible—and flexible—budget plans for reopening schools. The Executive Director of
Finance & Human Resources maintains certification as School District Business Leader and works with
the Superintendent of Schools on a daily basis to ensure sound financial practices in the District. The
economic demographics of school districts across the state vary widely, from some of the wealthiest
districts in the country to some of the poorest. The various state aid formulas work to complement that
reality, with the wealthiest district receiving less state aid and the districts with less local fiscal capacity
receiving more.
New York State government operations are funded through a blend of many revenue sources, including
the personal income tax, sales tax, corporate taxes, user fees, and federal grants and entitlements. Each
of these sources is impacted in different ways by the changes in economic activity in the state due to
COVID-19.
School District Fiscal Preparedness

Another major factor in the fiscal outlook for school districts is the availability of undesignated reserve
funds, which districts set aside for times of fiscal hardship. Again, the individual district circumstance can
vary widely. According to the most recent data available, overall unexpended fund balances total 13.83
percent of all school spending outside the big five city school districts, but the level available in
individual districts ranged from 0.04 percent to 86.19 percent.
These reserves are approximately two thirds capital, retirement, and employee benefit accrued liability
reserve (EBALR) reserves. Unrestricted reserves total approximately 4.5% of total proposed spending,
again excluding the five dependent city school districts. Relaxing rules around withdrawals from certain
purpose driven reserves would provide districts additional flexibility in budgeting for the upcoming years
with a diminished prospect of increases in state aid, but such changes would require enactment of
legislation.
The Office of the New York State Comptroller (OSC) issues fiscal stress scores for school districts and
municipalities across the state annually. The Livonia Central School District received “No Designation”
ratings for both fiscal and environmental stress.
The District’s Audit/Finance Committee meets two times a year in June and September. Each year, the
District’s financial status is audited by an External Auditor who reports the findings to the Board of
Education.
The District engages the services of R.G. Timbs, Inc. for long-range financial planning.
[82]
The District reviews, updates and approves its Reserve Plan annually. The District’s Reserve Plan may be
found at:
https://www.livoniacsd.org/cms/lib/NY01813773/Centricity/Domain/666/LCS_Reserve%20Plan_August
%202019.pdf
The District’s financial audits may be found at: https://www.livoniacsd.org/Page/1919
2020 – 21 Enacted State Budget

Governor Cuomo’s Executive Budget proposal in January 2020 initially called for a statewide in-
crease in school aid for the 2020-21 school year of $825 million, or 3 percent. As the COVID-19 crisis
emerged prior to the enactment of the final budget, that planned increase did not materialize, resulting
in a school aid apportionment that held unrestricted funds flat for districts and maintained
reimbursements at statutory levels. A reduction in state-funded aid was partially offset by an increase
in emergency federal funds.
Pandemic Adjustment and CARES Act Funds

State Aid was reduced in the 2020-21 school year by a total of $1.13 billion through a “Pandemic
[83]
Adjustment”, which reduced school district aid allocations at their bottom line, commensurate with the
amount of federal Coronavirus Aid, Relief and Economic Security (CARES Act) funds each district was
projected to receive. Districts were then allocated an amount of federal funding through the
combination of the CARES Act Elementary and Secondary School Emergency Relief Fund (ESSER) and the
Governors Emergency Education Relief Fund (GEER). As a result, school districts will experience a
decrease in state aid payments but will be eligible to apply for an amount from these federal grants.
However, it should be noted that the CARES Act requires a portion of the funds to be used to provide
equitable services to non-public schools.
The District has been allocated $179,594 for ESSER and $30,438 for GEER. The District has made
application for utilization of both funding sources.
Potential Further Aid Reductions

The 2020-21 Enacted Budget also included provisions that will allow the Director of the Budget, subject
to amendment by the Legislature, to reduce appropriations across any and all program areas of the
state budget should actual revenues come in at levels that are below the assumptions made in the
Executive Budget. As of April 2020, this projected total shortfall was $13.3 billion for the 2020-21 state
fiscal year. The actions noted above reduced this gap by nearly $1.2 billion. Combined with other
budget actions, the remaining gap was projected to be $8.2 billion. Absent additional federal support,
the Division of Budget has stated that further reductions to school aid, Medicaid, social services, and
transportation might be necessary to eliminate that projected budget gap.
The District has adjusted its 2020 – 21 budget to absorb an additional eight percent (10%) reduction in
foundation aid ($1,067,392).
180 Day Calendar and Attendance Reporting for State Aid Purposes
School districts report certain enrollment, attendance, and school calendar information through the
State Aid Management System (SAMS). While this data submission process differs from other
procedures, the underlying data provided should be consistent with all other attendance reporting and
requirements.
The minimum annual instructional hour requirement and 180 days of session requirement are also both
reported through SAMS. For both the 2019-20 and 2020-21 school years, school districts will be
required to continue the same information, based on the schedule provided for the average student,
rather than reporting for each individual student. Under regulatory changes adopted as an emergency
rule by the Board of Regents on July 13, 2020, school districts may be eligible to apply for a waiver from
the minimum instructional hour requirement for both the 2019-20 and 2020-21 school years to the
extent that “the district is unable to meet such requirement as a result of an Executive Order(s) of the
Governor pursuant to the State of emergency declared for the COVID-19 crisis, or pursuant to Education
Law §3604(8), as amended by Chapter 107 of the Laws of 2020, or reopening procedures implemented
as a result of the COVID-19 crisis”. Successful application of the waiver will shield school districts from a
reduction in aid for failure to meet the minimum instructional hour requirement. However, the 180
days of session requirement is in statute, and for the 2020-21 school year there are currently no
statutory provisions that would allow a school district to provide fewer than 180 days of instruction over
the course of the full school year.
[84]
Impact of Low Attendance on State Aid

School districts have expressed concerns about the impact that students choosing to stay home during
the pandemic will have on their state aid calculations. State Aid formulas use multiple attendance
counts in the calculation of aid apportionments for school districts. Statewide over 70 percent, largely in
Foundation Aid, is based on Average Daily Membership or district enrollment, which is a measure of
student registration in the district and does not take attendance into account. These aid formulas should
not be impacted by attendance rates. Some formulas use Average Daily Attendance in the calculation of
reimbursement rates, and Education Law §3602(1)(d)(2) provides for the commissioner to exclude from
that calculation “days on which school attendance was adversely affected because of an epidemic....”
NYSED plans to advance a proposed COVID-specific change to such regulations in September for
consideration by the Board of Regents.
Flexibility of Non-NYSED-Governed Activities

While budget and fiscal matters have implications in nearly all operational and instructional program
areas, the laws, regulations, and business rules are largely outside of the discretion of the State
Education Department. Below are a few areas where recommendations have been made to NYSED staff
that deserve further consideration by state policymakers:
 Reserve funds: consideration for providing temporary flexibility in the immediate use of
designated or restricted reserve funds, and requirements to repay funds over a set period of
time;
 Transportation issue: as mentioned in the Transportation section of this guidance, providing
flexibility on the adoption of contracts with providers and pursuing a streamlined bus driver
licensing process with the Department of Motor Vehicles to ease the burden of hiring new bus
drivers;
 Personal Protective Equipment (PPE) and technology purchases: provide more avenues for
shared service agreements and ease burdens on BOCES to expanding service in this area.
Flexibility for Budgetary Transfers

It is anticipated that there may be costs in 2020-21 that districts did not budget for in necessarily the
correct account codes. In particular, the need for additional equipment has been noted above. Flexibility
for budget transfers in the 2020-21 school year only for additional equipment needed (associated with
re-opening and the maintaining of buildings primarily) would help school districts in that position.
Historically, school districts have been advised that money cannot be transferred into an equipment
account code because equipment is considered a non-contingent expense (generally) and transfers into
non-contingent line items are prohibited. This determination appears to be based primarily on Formal
Opinion of Counsel No. 213 (www.p12.nysed.gov/mgtserv/budgeting/handbook/appendixg.html).
In addition, school districts are encouraged to maximize their state-aided hardware in order to ensure
that all necessary equipment is being purchased.
Tax Collection
Tax Collection:
 Any questions regarding tax collection can be directed to the District’s Tax Collector, Kathryn
Morsch, KMorsch@LivoniaCSD.org, (585)346-4000 x4005
 In person payment can be made at any Five Star Bank location during normal banking hours.
 Tax bills and information may be found on the District website (www.livoniacsd.org ).
[85]
Other Considerations
All existing state aid reporting requirements and deadlines must be maintained; the content of data
submissions will largely remain consistent with past practice, except where modified by law, regulation,
or executive order.
Additional costs for PPE, transportation, food service, and other mitigation needs will likely be
necessary. Districts should not assume additional state or federal support will be available beyond what
has already been budgeted for the 2020-21 school year and should plan those needs accordingly.
[86]

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LCS Reopening Plan Version 1.

0 July 31, 2020

COVID-19 Pandemic Incident Response

Letter from Superintendent …………………………………………………………………………………… 3

Background of Historic Decisions ………………………………………………………………………. 5

Current Public Health Context ……………………………………………………………………… 6

Communication/Family & Community Engagement ………………………………………………. 7

Health & Safety ……………………………………………………………………………………………. 14

Child Nutrition ……………………………………………………………………………………………. 37

Social & Emotional Well-being ……………………………………………………………………… 47

School Schedules ………………………………………………………………………………………………. 56

Attendance & Chronic Absenteeism ……………………………………………………………………… 57

Technology & Connectivity …………………………………………………………………………………. 59

Teaching & Learning …………………………………………………………………………………………… 61

Special Education ……………………………………………………………………………………………. 75

Bilingual Education & World Languages …………………………………………………………. 78

Teacher & Principal Evaluation Systems ……………………………………………………………. 81

Certification, Incidental & Substitute Teaching …………………………………………………. 81

Budget & Fiscal Responsibility ……………………………………………………………………….. 82

Letter from Superintendent

Dear Livonia Bulldog Community,

Stay Healthy & Be Well,

Matt Cole, Superintendent of Schools

Background of Historic Decisions to Close & Reopen Schools

Here’s how we got to where we are today:

Genesee Valley BOCES School Superintendents, in consultation with

Governor Cuomo issues Executive Order closing schools statewide for

May 15, 2020 Finger Lakes Phase 1 Reopening

May 29, 2020 Finger Lakes Phase 2 Reopening

June 12, 2020 Finger Lakes Phase 3 Reopening

June 26, 2020 Finger Lakes Phase 4 Reopening

July 13, 2020 New York State Department of

July 16, 2020 New York State Education

Current Public Health Context

Communication/Family & Community Engagement

Shared School Community Commitments – We will:

 Continue to engage stakeholders and community members as we develop, implement, monitor

Reopening Plan Development Process

Student Exchange – 64 participants, 36 thoughts, 365 Ratings

All Results: https://my.thoughtexchange.com/report/ef4eaf5ce94330025516f47e26da2797

Family Exchange - 146 participants, 131 thoughts, 4,060 Ratings

All Results: https://my.thoughtexchange.com/report/55e625adcc0cbe711f9546f084146510

Staff Exchange – 42 participants, 18 thoughts, 195 Ratings

All Results: https://my.thoughtexchange.com/report/dc7801c849c5da276f3bd13f16c8713c

Full results of the survey can be found at:

Videos that model best practices when in  District Website: www.livoniacsd.org

Continue community forums and videos  District Website: www.livoniacsd.org

Videos that model best practices when in  District Website: www.livoniacsd.org

Push notifications of relevant, imperative,  District Website: www.livoniacsd.org

Health & Safety

Shared School Community Commitments – We will:

Healthy Hygiene Practices

The District will provide trainings through:

 Conspicuous signage will be placed in the following areas:

 Signage will be posted on the following topics:

Students, staff and approved visitors will wash their hands:

When washing hands, individuals will:

Medically Vulnerable/High-Risk Groups

Personal Protective Equipment (PPE)

Aerosol Generating Procedures (AGP)

Cloth Face Coverings

Management of Ill Persons

If Students or Staff become Ill with Symptoms of COVID-19 at Schools